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SYNTHESIS PRESENTATIONHow do read alouds enhance student comprehension?By: Kristie HallREAD 5493.50

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Research Inspiration

Personal teaching experience

Becoming a Nation of Readers (1985)

90% of kindergarten teachers report reading aloud 5 days a week (U.S. Department of Ed., 1993)

50% of students are below the basic level of reading. 33% of them will not complete H.S. (Iyengar, Sullivan, Nichols, Bradshaw, & Rogowski, 2007)

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Method10 Articles Total5 qualitative5 quantitative Articles reference lists
U.S. Department of Education
National Center for Education Statistics

Descriptor(s)# of Resultsread aloud233+ study124+ comprehension62Produced 6 possibilitiescomprehension + understanding29Produced 0 possibilities

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Findings Link between comprehension and vocabulary

Text and environment matter

Talk needs to move beyond the facts

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Vocabulary & Comprehension Increased vocabulary understanding leads to increased comprehension in repeat readings (Neugebauer & Currie-Rubin, 2009).

Repeat readings help students make gains in vocabulary and comprehension (De Jong & Bus, 2004; Segers et al., 2004).

Hearing stories read aloud produce gains (Brabham & Lynch-Brown, 2002; De Jong & Bus, 2004; Neugebauer & Currie-Rubin, 2009; Segers et al., 2004).

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Text and Environment Authentic texts produced comprehension gains over decodable text (Beverly et al., 2009).

Books need to be engaging, interesting, developmentally appropriate, and relatable (Furtado, 2008; Pantaleo, 2007; Wiseman, 2011).

Safe environments, supportive feedback, and opened ended questions encourage student responses (Maloch & Beutel, 2009; Oueini et al., 2008; Pantaleo, 2007; Wiseman, 2011).

Teachers responses to students affect students interactions (Maloch & Beutel, 2009).

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Talk Beyond the Facts Teachers talk needs to: model thinking and strategies extend students comments build a sense of agency confirm and validate responses (Maloch & Beutel, 2009; Wiseman, 2011) probe label (Maloch & Beutel, 2009)

Student talk includes: predictions, observations, connections, questions, interpretations, inferences, and explanations (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011).

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Talk Beyond the Facts Student interactions provide insight into their understandings of the text (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011).

Students are able to rehearse new ideas and strategies (Maloch &Beutel, 2009; Pantaleo, 2007).

Together the group co-constructs the meaning of the text (Maloch &Beutel, 2009; Pantaleo, 2007).

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Implications and Conclusions Text and environment matter! preview text create a safe and supportive environment

Repeated readings allow for deeper understanding pause for thinking and comments

Include vocabulary instruction to boost comprehension

Take the talk beyond the facts

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ResourcesAnderson, R. C., Hiebert, E. H., Scott, J. A., & Wiklinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Illinois:University of Illinois.Beverly, B. L., Giles, R. M., & Buck, K. L. (2009). First-grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4), 191-205.Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten childrens emergent story understanding. Reading Research Quarterly, 39(4), 378-393.Furtado, L. (2008). A read-aloud cross-age service learning partnership using multicultural stories. Reading Matrix: An International Online Journal, 8(2), 1-18.Iyengar, S., Sullivan, S., Nichols, B., Bradshaw, T., & Rogowski, K. (2007). To read or not to read: A question of national consequence. Washington: Office of Research & Analysis.

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Resources ContinuedMaloch, B., & Beutel, D. D. (2009). Big loud voice. You have important things to say: The nature of student initiations during one teachers interactive read-alouds. Journal of Classroom Interaction, 44(2), 20-29.Neugebauer, S. R., & Currie-Rubin, R. (2009). Read-alouds in Calca, Peru: A bilingual indigenous context. The Reading Teacher, 62(5), 396-405.Oueini, H., Bahous, R., & Nabhani, M. (2008). Impact of read-aloud in the classroom: A case study. Reading Matrix: An International Online Journal, 8(1), 1-22.Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34(6), 439-447.Segers, E., Takke, L., & Verhoeven, L. (2004). Teacher-mediated versus computer-mediated storybook reading to children in native and multicultural kindergarten classrooms. School Effectiveness and School Improvement, 15(2), 215-226.U.S. Department of Education. (1993). Kindergarten classrooms and activities. Retrieved July 6, 2011, from National Center for Education Statistics Web site: http://nces.ed.gov/surveys/frss/publications/93410/index.asp?sectionid=6 Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38, 431-238.

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