How Fifth- and Sixth-Grade Teachers Use Read-Alouds to Support Student Learning

Autor/in	Krause, Jennifer L.
Titel	How Fifth- and Sixth-Grade Teachers Use Read-Alouds to Support Student Learning
Quelle	(2023), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2420-6
Schlagwörter	Hochschulschrift; Dissertation; Reading Aloud to Others; Grade 5; Grade 6; Teacher Behavior; Teacher Attitudes; Reading Instruction; Reading Motivation; Reading Skills; Reading Material Selection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teacher behaviour; Lehrerverhalten; Leseunterricht; Lesemotivation; Reading skill; Lesefertigkeit
Abstract	Reading aloud to students is a common practice among teachers of young children. While reading aloud is a research-based instructional strategy with many potential benefits, studies show that not all teachers read aloud to their students, and read-aloud use tends to decline as students age. The purpose of this study was to explore the current read-aloud practices of fifth- and sixth-grade teachers, the reasons they give to support the use of read-alouds in the classroom, and the factors that influence the decisions they make regarding the use of read-alouds. A basic qualitative case study research design was used for exploration, understanding, and depth. Through purposeful sampling, eight fifth- and sixth-grade teachers, who read aloud to their students on a weekly basis, were identified for participation in this study. Data collection tools included individual interviews, a read-aloud lesson planning guide, and a focus group. A blended analysis approach was used to identify themes in the data, providing a framework for considering the three research questions. The fundamental findings indicate that teachers demonstrate consistency in their logistical, preparatory, and implementation practices. The most common reasons for using read-alouds are fostering the enjoyment of reading and literature, developing literacy skills, and making cross-curricular and personal connections. Factors such as teachers' prior experiences, knowledge of their students, and purpose for each read-aloud influenced the texts they chose. Teachers find read-alouds to be worthwhile and valuable but also assert that finding enough time to conduct them effectively is a challenge due to the pressure to cover the curriculum, which they report as the reason that read-aloud declines after the fifth grade. Keywords: read-aloud, teachers, fifth grade, sixth grade, benefits of read-alouds, enjoyment of reading, literacy skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01