Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency

Autor/inn/en	Baker, Doris Luft; Santoro, Lana; Biancarosa, Gina; Baker, Scott K.; Fien, Hank; Otterstedt, Janet
Titel	Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 10, S.2697-2724 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Doris Luft) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10060-2
Schlagwörter	Intervention; Grade 1; Elementary School Students; Vocabulary Development; Comparative Analysis; Teaching Methods; Reading Aloud to Others; Outcomes of Education; Instructional Effectiveness; Listening Comprehension; Language Proficiency + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Hörverständnis; Language skill; Language skills; Sprachkompetenz
Abstract	We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n=19) or comparison condition (n=20). Teachers in the treatment condition implemented a 19-week set of read aloud lessons during whole-class read aloud time. Read alouds included the systematic use of narrative and expository texts, before-, during-, and after-reading components, the use of teacher-facilitated text-based discourse, and explicit comprehension instruction. Results indicated main effects of treatment on vocabulary knowledge. Exploratory findings indicated a significant interaction effect of treatment and recommended features of read aloud instruction on all outcomes. Specifically, students of teachers in the treatment condition who were rated higher on adhering to recommended features of read aloud instruction had better outcomes on vocabulary, comprehension, and language outcomes on expository and narrative text than treatment teachers who closely followed intervention materials without dynamically adjusting to student responses. We discuss these findings in the context of other read aloud studies, including a previous study that used the same intervention in a different setting and with a less diverse sample of students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01