Reading aloud to middle school students to improve their attitudes about reading.

摘要

Reading aloud is a strategy that has been utilized by elementary and primary grade teachers for years and continues to be used today with young children. Research supports the use of such a strategy to help young potential readers develop a love for the spoken and written word. However, there is very little research to support the use of reading aloud strategies with older students. This study investigated widely held views about middle school students' attitudes toward reading and about how the use of the read aloud strategy using picture books could benefit older students. In this study three research questions were posed: (1) Does reading aloud from picture books to middle school students in grades six to eight enhance students' attitudes about reading? (2) Will teachers give comments that are either positive or negative about their read aloud experiences in this study? (3) Will teachers also give any comments that might impact the standard instructional methodology employed in this study?;The population for this study consisted of middle school students from two local area middle schools in a large urban school district. The instruments used to attain the students' attitude scores were the Rhody Secondary Reading Attitude Assessment and the Teale-Lewis Reading Attitude Scale along with teacher logs. The reading attitude scores were analyzed using pre- and post-test data to determine if attitudes improved after the read aloud treatment. Teachers completed a weekly log to chart their experience with the read aloud process. Additionally, teachers gave comments or suggestions concerning the overall process at the end of the study.;This study led to several major findings. Most tests showed no statistical differences in pre- and post-test means. However, two schools, School B, Grade 6 and School A, Grade 7 had significant differences in students' attitudes toward reading following the read aloud intervention. Qualitative findings, however, showed that students in all grades and at all schools ended with positive attitudes toward reading following the read aloud intervention at the two middle schools involved in this study.;Moreover, teachers in this study indicated that the read aloud process worked for students and it helped them to understand reading material and concepts. Additionally, teachers gave positive suggestions for better implementation of the read aloud process. Teachers stated that the use of technology (i.e., smart boards) would enhance the read aloud process. Teachers also stated that a greater balance in content of interest to males versus females would also enhance the read aloud process. Overall, teachers expressed positive attitudes about the read aloud process.;A recommendation for further study is to extend the read aloud process longer than twelve weeks. That is, the process should last an entire school year. A second recommendation is to monitor students' academic achievement in relation to reading comprehension based on the read aloud process. A third recommendation is the use of technology with the read aloud process to increase the involvement of students in all types of stories for both males and females.