Effects of Quality of Instruction on Student Vocabulary and Comprehension during Read Alouds

Autor/inn/en	Baker, Doris Luft; Santoro, Lana; Biancarrosa, Gina; Baker, Scott K.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Effects of Quality of Instruction on Student Vocabulary and Comprehension during Read Alouds
Quelle	(2015), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Effectiveness; Vocabulary; Reading Aloud to Others; Reading Comprehension; Listening Comprehension; Elementary School Students; Grade 1; Elementary School Teachers; Intervention; Statistical Analysis; Reading Tests; Direct Instruction; Reading Instruction; Observation; Pretests Posttests; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Wortschatz; Leseverstehen; Hörverständnis; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Lesetest; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseunterricht; Beobachtung
Abstract	Reading aloud to students in preschool and the early grades is ubiquitous in American classrooms and considerable research has been conducted on read aloud practices (Karweit & Wasik, 1996; Morrow & Brittain, 2003; Van Kleeck, Stahl, & Bauer, 2003; Varelas & Pappas, 2006; Wilkinson & Silliman, 2000). Compelling evidence indicates that explicit instruction has a positive impact on a range of student academic outcomes, particularly for students who are at-risk for academic difficulties (Gersten, 1998; Swanson & Hoskyn, 1998; Vaughn, Gersten, & Chard, 2000). The purpose of this study is to examine the interaction effect of the quality of instructional delivery on student vocabulary and reading comprehension. In order to create and sustain gains in comprehension, the intervention focused on teaching students how to use the same sorts of strategies to comprehend text when their teachers read to them in first grade that they could use to read text on their own. A total of 39 first-grade classrooms from 12 schools in the Mid-Atlantic region were randomly assigned to an intervention or comparison condition. The read aloud intervention consisted of 12 narrative books and 12 expository books related to animals and taught over a period of 19 weeks. The findings from the study suggest that the effect of read alouds in first grade depend on the delivery of instruction. Instructional quality in the context of this study was defined as teacher ability to deliver an explicit instruction with fidelity. This finding is important given the current pressure teachers face to improve student outcomes. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01