An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet

doi:10.1086/668503

Cited by 39 publications

(43 citation statements)

References 43 publications

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“…Although inferential thinking supports reading comprehension, it has received very limited attention in intervention research (Dunst, Williams, Trivette, Simkus, & Hamby, 2012) with beginning readers (Baker et al, 2013) or prereaders (Paris & Paris, 2007). The current study addressed this need by examining the effects of a storybook-reading intervention on children's inferential thinking abilities.…”

Section: Effects On Story Comprehensionmentioning

confidence: 97%

“…Typically, general style has been analyzed for effects on comprehension. Research that analyzes talk at the utterance level (i.e., the phrases and words used by the adult to offer or elicit information) and includes specific protocols for such talk (Baker et al, 2013), rather than an overall style or a mix of demands of utterances, may show stronger effects on comprehension. Dickinson and Smith's (1994) utterance-level analysis found significant relationships between teachers' analytic and explanatory talk and children's comprehension.…”

Section: Problems In Current Researchmentioning

confidence: 99%

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Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children’s Story Comprehension

Collins

2016

Early Education and Development

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Research Findings: This study examines the effects of low-and highcognitive demand discussion on children's story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly assigned to experimental or control conditions, and were read pairs of books in small groups. In the experimental condition, 1 book per pair was discussed using lowcognitive demand (literal) talk. The other was discussed using high-cognitive demand (inferential) talk. In the control condition, books were read aloud without discussion. All children took story comprehension tests (new literal and inferential questions) following books' third readings. Findings showed significant effects of discussion on comprehension. Repeated measures analyses indicated significant effects of high-demand discussion on both question types, particularly inferential questions. Regression indicated significant contributions of high-demand discussion beyond English vocabulary and home reading. Practice or Policy: High-demand discussion significantly influences children's inferential thinking skill, contributes benefits over and above expected impacts of initial vocabulary, and may offer benefits over low-demand talk for literal details. Teachers need not wait to engage young language learners in cognitively challenging discussion.

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Section: Effects On Story Comprehensionmentioning

confidence: 97%

Section: Problems In Current Researchmentioning

confidence: 99%

Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children’s Story Comprehension

Collins

2016

Early Education and Development

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“…Det finns ett starkt forskningsstöd för att högläsning och samtal om texter har en central roll för ett barns språkutveckling (Adams, 1990;Baker, Santoro, Chard, Fien, Park, & Otterstedt, 2013;Liberg, 2003;2007b;Leppänen, Aunola, & Nurmi, 2005;Snow, Burns, & Griffin, 1998). I sammanhang där högläsning och samtal om texter förs förekommer ofta begreppet textrörlighet.…”

Section: Högläsning Och Samtal Om Texterunclassified

“…Forskning visar att det finns ett starkt stöd för att högläsning och samtal om texter har en betydelsefull roll för ett barns språkutveckling (Adams, 1990;Baker et al, 2013;Liberg, 2003;2007b;Leppänen et al, 2005;Snow et al, 1998). I studiens förskoleklasser förekommer högläsning av berättelser och samtal om texterna.…”

Section: Högläsning -Att Röra Sig I Texter På Olika Sättunclassified

Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass

Aminoff¹

2017

LiU-PEK-R / Institutionen För Beteendevetenskap Och Lärande (2007-)

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Syftet med studien är att bidra med kunskaper om förskoleklassens verksamhet med fokus på lärares och barns handlingar i samtals- och skriftspråksorienterade lärarledda aktiviteter. Centrala frågor i studien handlar om vad som händer i mötet mellan läraren och barnen och vilka förutsättningar för barns samtalande och skriftspråkande som skapas i interaktion mellan läraren och barnen i de lärarledda aktiviteterna. Metoden har inspiration av etnografisk ansats. Datamaterial består framför allt av delvis deltagande observationer där fältanteckningar skrivits för att dokumentera dessa. I studien ingår tre förskoleklasser från tre olika skolor. Varje förskoleklass har observerats vid sju tillfällen. Datamaterialet har analyserats med hjälp av tematisk analys, begrepp från tidigare forskning samt utifrån studiens teoretiska utgångspunkt, det sociokulturella perspektivet. Av resultat framgår att alla barn till stora delar gör samma övningar under de lärarledda aktiviteterna. Läraren och barnen rör sig i höglästa berättelser på ett såväl intratextuellt som intertextuellt sätt och när de tillsammans arbetar med att skriva så förekommer både ett styrt och ett friare skrivande. Resultat visar även att det förekommer en viss upprepning av ett innehåll som vissa barn har kunskap och erfarenhet av sedan tidigare, exempelvis från förskolan.

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“…Instruction also needs to be intense with respect to increased time to learn new words and multiple exposures of those words (Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009). Along the same lines, Baker, Santoro, Chard, Fien & Park (2013) evaluated the read aloud intervention strategies of twelve 1 st grade teachers during a 19 week study to determine whether read aloud intervention teacher lessons occurring before, during, and after-reading techniques, resulted in an increase of performance among the intervention group. Findings suggest on some measures, the students in the intervention group outperformed students in the comparison group.…”

Section: Early Literacy Vocabulary Instructionmentioning

confidence: 99%

What First Grade Teachers Reveal About Vocabulary Instruction: Aligning Instruction to the Common Core State Standards

Olson¹,

Santos²

2015

TOCOMMJ

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This mixed methods study examined the vocabulary knowledge and instructional practices of four grade 1 teachers in order to better understand how prepared teachers are to implement the First Grade English Language Arts Common Core State Standards (CCSS). Data collected included an audiotaped semi-structured interview, a teacher survey, video-recorded class vocabulary instruction, researcher field notes, and artifacts of class activities. Findings indicate that teaching experience is not a factor in the level of vocabulary instruction teachers provide. For example, veteran teachers in the analysis rely on traditional spelling tests and basal based vocabulary instruction to teach vocabulary, while the less experienced teachers utilize trade books to guide their instruction. However, veteran teachers provide vocabulary instruction daily, while less experienced teachers did not. Findings suggest that all teachers would benefit from professional learning opportunities related to vocabulary instruction and researchers are encouraged to investigate vocabulary instruction and its alignment to the CCSS with larger sample sizes in other districts and across all grade levels.

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An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

Cited by 39 publications

References 43 publications

Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children’s Story Comprehension

Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children’s Story Comprehension

Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass

What First Grade Teachers Reveal About Vocabulary Instruction: Aligning Instruction to the Common Core State Standards

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