“How do Interactive Read-Alouds

affect student comprehension?”

Tami Krahenbuhl

Discussions with parents, teacher, and Discussions with parents, teacher, and grandparents it became evident the student grandparents it became evident the student struggles with comprehension.struggles with comprehension.

A level two Qualitative Reading Inventory (QRI) A level two Qualitative Reading Inventory (QRI) identifies the student at a frustration level.identifies the student at a frustration level.

QRI given orally in order to assess listening QRI given orally in order to assess listening comprehensioncomprehension

Interactive Read-Alouds selected as strategy to Interactive Read-Alouds selected as strategy to improve comprehension. improve comprehension.

Identification of Problem

Interactive Read-Alouds

Common themes of improving reading and Common themes of improving reading and listening comprehension skills, vocabulary listening comprehension skills, vocabulary development, building background knowledge, development, building background knowledge, and discussion are established among and discussion are established among literature when discussing Read-Alouds. literature when discussing Read-Alouds.

Harvey and Goudvis (2007) believe Interactive Harvey and Goudvis (2007) believe Interactive Read-Alouds are the tool to use when teaching Read-Alouds are the tool to use when teaching comprehension skills. comprehension skills.

How to implement

Interactive Read-Alouds

Preparation

Selection of books – based on interest and Selection of books – based on interest and instructional levelinstructional level

Teacher practice – ability to read book fluenty Teacher practice – ability to read book fluenty and know when to stop for Think-Aloudsand know when to stop for Think-Alouds

Fisher, Flood, Lapp, and Frey (2004) express Fisher, Flood, Lapp, and Frey (2004) express their belief of the importance of fluent and their belief of the importance of fluent and expressive reading modeled by the teacher. expressive reading modeled by the teacher.

During the Interactive Read-Aloud

Identify a purpose for reading – specific reading strategyIdentify a purpose for reading – specific reading strategy

Activate background knowledge (Harvey and Goudvis, 2007)Activate background knowledge (Harvey and Goudvis, 2007)

Modeling - Throughout the reading stop and discuss important Modeling - Throughout the reading stop and discuss important parts of text. parts of text.

Text-Talk should scaffold student responses and allow them to expand Text-Talk should scaffold student responses and allow them to expand on their thoughts by asking open-ended questions (Beck & McKeown, on their thoughts by asking open-ended questions (Beck & McKeown, 2001). 2001).

Students are paired up in “book club partners” in order to provide Students are paired up in “book club partners” in order to provide structured opportunities to discuss the text throughout the structured opportunities to discuss the text throughout the reading (Santoro, Chard, Howard, & Baker , 2008). reading (Santoro, Chard, Howard, & Baker , 2008).

Finishing the lesson

Teacher model retelling and discuss new Teacher model retelling and discuss new vocabulary.vocabulary.

Fisher et al. (2004) value the teacher making Fisher et al. (2004) value the teacher making connections between the Read-Aloud and connections between the Read-Aloud and independent reading and writing. independent reading and writing.

Implementation of study

Five sessions of Interactive Read-Alouds Five sessions of Interactive Read-Alouds with student.with student.

Books selected on interest level and Books selected on interest level and instructional levelinstructional level

2-3 books used for each session2-3 books used for each session

Purpose for lessons: making Purpose for lessons: making connections, inferences, predictions, connections, inferences, predictions, and retelling and retelling

Discussion of text before, during, and Discussion of text before, during, and after Interactive Read-Aloud.after Interactive Read-Aloud.

Quantitative Results

Post-assessment QRI Level 2 – given in the form of Post-assessment QRI Level 2 – given in the form of Interactive Read-Aloud Interactive Read-Aloud

Student able to give more description during Student able to give more description during retelling.retelling.

Student able to answer more implicit and explicit Student able to answer more implicit and explicit questions.questions.

Identified student moved out of frustration level Identified student moved out of frustration level and into top scores of instructional level.and into top scores of instructional level.

Qualitative Results

Although growth is minimal, the student was Although growth is minimal, the student was able to take the strategies modeled and began able to take the strategies modeled and began to use themto use them

Student able to ask for clarification during an Student able to ask for clarification during an Interactive Read-AloudInteractive Read-Aloud

Student confidence improved – noted through Student confidence improved – noted through observation and discussion with parentsobservation and discussion with parents

Implications

Interactive Read-Alouds not only beneficial to Interactive Read-Alouds not only beneficial to whole group settings, but to individual studentswhole group settings, but to individual students

Preparation is key – practice and setting a purposePreparation is key – practice and setting a purpose

Strategy will be implemented in future classroomStrategy will be implemented in future classroom

Read-Alouds are appropriate for all ages and can Read-Alouds are appropriate for all ages and can be equated to a “commercial for the pleasures of be equated to a “commercial for the pleasures of reading” (Trelease, 2006). reading” (Trelease, 2006).

ReferencesBeck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud experiences Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud experiences

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Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices?. set of implementation practices?. Reading teacher, Reading teacher, 58(1), 8-17. doi: 10.1598/RT.58.1.1.58(1), 8-17. doi: 10.1598/RT.58.1.1.

Harvey, S. & Goudvis, A. (2007). Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for Strategies that work: Teaching comprehension for understanding engagement. understanding engagement. Maine: Stenhouse Publishers. Maine: Stenhouse Publishers.

Leslie, L. & Caldwell, J. (2001). Leslie, L. & Caldwell, J. (2001). Qualitative reading inventory-3. Qualitative reading inventory-3. New York: Longman. New York: Longman.

Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most of classroom Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. read-alouds to promote comprehension and vocabulary. Reading teacher, Reading teacher, 61(5), 396-61(5), 396-408. doi: 10.1598/RT.61.5.4.408. doi: 10.1598/RT.61.5.4.

Trelease, J. (2006). Trelease, J. (2006). The read-aloud handbook. The read-aloud handbook. New York: Penguin Books. New York: Penguin Books.

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Allard, H. & Marshall, J. (1977). Allard, H. & Marshall, J. (1977). Miss Nelson is missing. Miss Nelson is missing. Boston: Houghton Mifflin Company. Boston: Houghton Mifflin Company.

Brett, J. (1997) Brett, J. (1997) The hat. The hat. New York: G.P. Putnum’s Sons. New York: G.P. Putnum’s Sons.

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Sendak, M. (1963). Sendak, M. (1963). Where the wild things are. Where the wild things are. Harper Collins Publisher.Harper Collins Publisher.

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Slobodkina, E. (1940). Slobodkina, E. (1940). Caps for sale: A tale of a peddler, some monkeys and their monkey business. Caps for sale: A tale of a peddler, some monkeys and their monkey business. New New York: Scholastic Inc.York: Scholastic Inc.