As most classroom teachers primarily select narrative texts for interactive read-alouds, there is a lack of research that explores interactive read-alouds of expository texts. To address the call for greater equity between narrative and expository texts in curriculum, the purpose of this study was to examine how a seventh-grade English language arts teacher prepared for and engaged students in interactive read-alouds using expository texts. Using a self-study methodology, data were collected in three ways: field notes that captured preparation, video recordings that captured the read-alouds, and post read-aloud reflections that captured impressions following the read-alouds. Findings are organized into two categories—planning read-alouds and engaging in read-alouds. Findings from the first category indicate that the importance of finding enjoyment in expository texts, the balance between entertainer and educator, and charting possible courses are significant parts of preparation for interactive read-alouds. Findings from the second category show that the importance of tapping in and building schemas, cultivating aesthetic experiences in efferent spaces, and engaging as thinkers and knowers are important factors for engaging adolescent readers in expository texts. Though this study highlights only one English Language Arts teacher’s experience preparing for and presenting read-alouds with expository texts, this research suggests that others may wish to embrace the messiness of planning to expand their read-aloud practices, and that read-alouds with expository texts may be particularly beneficial to adolescents because of their unique developmental needs.

Many children in the United States struggle with mental health issues. The increase in mental health difficulties for children and adolescents has increased so greatly after the COVID19 pandemic that it has been declared a national mental health emergency by the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry and the Children’s Hospital Association (AAP et al., 2021). The burden to provide children with socialemotional learning, opportunities, access, and support often falls on teachers, and this burden can be particularly acute in rural communities, stemming from the limited availability of resources. Using picturebooks through means such as developmental bibliotherapy is one way for educators to address the increasing need to care for children’s social and emotional wellness in schools. This self-study explored my lived experience reading and connecting with award-winning Mo Willems picturebooks for emotional literacy content and considering the possibility of using them in interactive read-aloud sessions. Analyses revealed four overarching themes: (a) my personal journey, (b) discovering emotions in characters, (c) the importance of relationships, and (d) nurturing and recognizing positivity. These findings highlight important implications for supporting young children’s emotional literacy through interactive read-alouds, emphasizing the idea that teaching is a personal act, the potential for interactive read-alouds to provide hope or positivity, and the opportunities afforded to foster meaningful interactions with text through developmental bibliotherapy. This study may inform future work regarding teaching and supporting social-emotional learning concepts for young children, specifically applying insights related to pedagogy, teacher perspective, and student learning.

Effects of Interactive Read-Aloud and Literature Discussion on Reading Comprehension for First-Grade Students With Language Impairments in a Title 1 School. Elizabeth Vultaggio Salah, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. Language Impaired, First-Grade, Title 1 Schools, Reading Comprehension, Interactive Read-Aloud, Literature Discussion, Fountas and Pinnell. This applied dissertation was designed to determine the effects of the interactive read-aloud and literature discussion on reading comprehension for first-grade students with language impairments in a Title 1 School. This study was conducted as an embedded case study design using a quantitative method for data collection and analysis. The de-identified data was collected and analyzed from two consecutive school years (i.e., 2012-2013, 2013-2014). Data on the students' overtime (i.e., from kindergarten to first-grade) was collected and analyzed based upon a multiple case study design. Data points were collected using the A-B design, a two phase, basic signal-subject design. The A in the A-B design was the individual student's baseline data point; whereas B, was the data point after the intervention. The researcher observed and measured individual student data from the kindergarten school year (A). The researcher administered the read-aloud intervention, and observed and measured multiple data points after the intervention (B). The students' scores were determined using ongoing data collection. Since the overall design was to measure improvement in the four students overtime, no comparison groups were used. An analysis of the de-identified data revealed how individual language impaired students responded to the intervention. The researcher concluded that interactive read-aloud coupled with literature discussions improved reading comprehension of first-grade language impaired students based on results of the Oral Language Assessment and the Comprehension Conversation Assessment of the Fountas and Pinnell Benchmark System 1. Recommendations were made for future research.

No description available.

Vår intention med arbetet är att upptäcka olika metoder för att främja arbetet med högläsning. Syftet med litteraturöversikten är därför att granska tidigare forskning som redogör för olika metoder om högläsning för att gynna elevernas läsförmåga. Detta syftet leder till forskningsfrågan som litteraturöversikten utgår ifrån: Vilka metoder för högläsning gynnar utvecklingen av elevers läsförmåga? Datainsamlingen består av systematiska sökningar genom söksträngar i olika databaser som bland annat ERIC (EBSCO), Swepub, Scopus och DiVA. Forskningen är både internationell och nationell. Tematisk analys används för att analysera datainsamlingen. Utifrån analysen identifieras teman som utgör våra rubriker i resultatdelen. Studiens resultat visar att interaktiv högläsning är en metod som gynnar elevers literacyutveckling. Även andra faktorer såsom valet av bok och vid vilken tidpunkt på dagen påverkar främjandet av läsutvecklingen. Slutsatsen av litteraturstudien är att interaktiv högläsning, val av bok och tidpunkt med flera, främjar läskunnigheten och förståelsen. Ett aktivt lärande bidrar till en ökad motivation hos eleverna. / Our intention with this study is to discover different methods to promote the work with reading aloud. The purpose of this study is therefore to review previous research that outlines different approaches to reading aloud to benefit students' reading skills. This purpose leads to the research question on which this study is based: What methods of reading aloud benefit the development of students' reading skills? Data collection consists of systematic searches through search strings in various databases such as ERIC (EBSCO), Swepub, Scopus and Diva. The research is both international and national. Thematic analysis is used to analyze the data collection. Based on the analysis, themes are identified and form our headings in the results section. The results of the study shows that interactive reading aloud is a method that benefits students' literacy development. Other factors such as the choice of book and the time of day also influence the promotion of reading development. The conclusion of this study is that interactive reading aloud, choice of book and time of day, among others, promotes literacy and comprehension. Active learning contributes to increased motivation among students.

La présente recherche collaborative vise à mieux cerner le concept de justification à la suite d’une lecture littéraire. Plus précisément, nous avons identifié les stratégies justificatives utilisées par des élèves de 2e année (N=5) et de 4e année (N=6) et les enseignantes de 2e et de 4e année (N=2, soit une enseignante par niveau) lors de l’élaboration de leurs réponses à la suite d’une lecture oralisée par les enseignantes. Nous voulions également vérifier si le degré d’étayage offert avait un impact sur la fréquence et la diversité des stratégies justificatives utilisées par les élèves de 2e et de 4e année. Trois dispositifs didactiques ont été utilisés : la lecture interactive, la lecture REP (Réfléchir-Échanger-Partager) et le cercle de lecture. Les enseignantes de 2e et de 4e année ont utilisé les mêmes albums et les mêmes questions liées aux quatre dimensions de la lecture (compréhension, interprétation, réaction, jugement critique plus particulièrement lié à l’appréciation d’un texte littéraire) avec leurs élèves lors des discussions. Les enseignantes ont également évalué les justifications écrites des élèves et elles ont exprimé à voix haute les critères d’évaluation sur lesquels elles se sont appuyées pour juger de la qualité d’une justification. Nos résultats indiquent que 16 stratégies justificatives sont utilisées par les élèves ou les enseignantes : Appel à un extrait, une citation ou un exemple tirés du texte; Appel à un exemple qui n’est PAS tiré du texte ou de son expérience personnelle; Appel aux illustrations; Appel à une comparaison; Appel à des images fortes ou à des métaphores; Appel à un message à portée philosophique; Appel à son expérience personnelle; Appel à la visualisation; Appel aux propos des pairs, de l’enseignante ou de l’autorité; Appel à des informations implicites; Appel aux intentions des personnages; Appel aux intentions de l’auteur ou de l’illustrateur; Appel à porter un jugement; Appel à des indices linguistiques; Appel à utiliser le métalangage du schéma narratif et Appel à des mots précis pour exprimer sa justification. Les élèves de 4e année utilisent davantage de stratégies justificatives, soit en fréquence, mais également en variété lors de l’élaboration de leurs justifications. Ils sont également les seuls à utiliser la stratégie justificative Appel à des indices linguistiques. Nous avons recensé plusieurs techniques utilisées par les enseignantes de 2e et de 4e année pour soutenir les élèves lors de l’élaboration de leurs justifications. D’ailleurs, nos résultats indiquent que les capacités justificatives des élèves varient selon le degré d’étayage offert par les enseignantes (Approche partagée et guidée). Pour la lecture interactive, les élèves de 2e année « apprennent à utiliser » leurs stratégies justificatives dans ce dispositif grâce aux stratégies modélisées, partagées et guidées et les élèves de 4e année « développent leur autonomie » en utilisant leurs stratégies justificatives en lecture interactive de façon autonome. Nous constatons également que l’emploi des stratégies justificatives de haut niveau par les enseignantes pousse les élèves à utiliser des stratégies qu’ils utilisent peu ou pas habituellement. La lecture REP est le dispositif didactique qui a permis de générer le plus de stratégies justificatives de la part des élèves de 2e année. Grâce à sa structure, plusieurs niveaux d’étayage sont possibles, ce qui permet aux élèves de 2e et de 4e année de s’entraider dans la construction de leurs justifications (approche guidée par les pairs). Le cercle de lecture, tel qu’utilisé par les enseignantes dans le cadre de cette recherche, s’avère le dispositif le moins efficace pour les élèves de 2e année. La baisse du nombre de stratégies justificatives observées est directement liée au faible niveau d’étayage offert par l’enseignante. En revanche, le cercle de lecture apparaît comme un dispositif didactique plus pertinent pour les élèves de 4e année. C’est d’ailleurs le dispositif qui a généré le plus de stratégies justificatives de leur part. Par sa structure, il permet aux élèves d’aider leurs pairs (approche guidée par les pairs), mais également de coconstruire la discussion. Finalement, les deux enseignantes qui ont participé à ce projet de recherche identifient davantage de stratégies justificatives utilisées par leurs élèves et elles ont modifié leurs critères d’évaluation pour juger de la qualité d’une bonne justification lors de la deuxième phase d’évaluation. Nous croyons que d’orienter la formation vers l’évaluation en aide à l’apprentissage permettrait aux enseignants du Québec de mieux identifier, rétroagir et réguler les stratégies justificatives de leurs élèves. / This collaborative research aims to better understand the concept of reading response. More specifically, we have identified the strategies used by 2nd (N=5) and 4th grade students (N=6) and teachers (N=2) when developing their responses. We also wanted to check whether the degree of support offered had an impact on the frequency or diversity of the response strategies used by 2nd and 4th grade students. Three didactic methods were used: the interactive read aloud, the think-pair-share strategy and literature circles. Teachers in Grades 2 and 4 used the same literature books and the same questions related to the four dimensions of reading (comprehension, interpretation, reaction and critical judgement) with their students during the discussions. The teachers also assessed the students' written responses and we identified the criteria they used to judge the quality of a good response. Our results indicate that 16 response strategies were used by students or teachers to develop their response to literature: Use of an excerpt, a quote or an example from the text, Use of an example that is NOT taken from the text or its personal experience, Use of an illustration, Making a comparison, Use of a strong image or metaphor, Use of a philosophical message, Use of a personal experience or a connection with one's life, Visualization, Reinvesting the response of a peer, teacher or authority, Use of implicit information or inferences, Use of characterization, Noticing author’s purpose and illustrator’s intent, Use of a judgment, Use of linguistic cues, Use of structures and features of the narrative text to describe an element of the story and finally, Use of specific and precise words to respond. Grade 4 students use more response strategies, not only in frequency, but also in variety when developing their reading responses. They are also the only ones to use the response strategy: Use of linguistic cues. Several techniques are used by 2nd and 4th grade teachers to support students in developing their responses. Our results indicate that the students' responses strategies vary according to the degree of support offered by the teachers (shared and guided approach). 8 Regarding the results related to the interactive read aloud, 2nd grade students "learn to use" their strategies in this didactic method through modeled, shared and guided strategies. 4th grade students "develop their autonomy" by using their response strategies independently during interactive read alouds. We also find that the use of high-level response strategies by teachers pushes students to use response strategies that they don’t usually, or rarely, use. The Think-Pair-Share strategy is the didactic method that has generated the most response strategies on the part of 2nd grade students. Thanks to its structure, several levels of support are possible, which allows the students to help each other in the construction of their responses (peer-guided approach). Literature circles turn out to be the least effective method for 2nd grade students. The drop in the number of response strategies observed is directly linked to the low level of support offered by the teacher. On the other hand, literature circles are an interesting didactic method for 4th grade students. It is the method that generated the most response strategies. By its very structure, it allows students to help their peers (peer-guided approach), but also to co-construct the discussion. Finally, the teachers who participated in this research project identified more response strategies at the end of this project than they did before it began. We also note that their evaluation criteria for judging the quality of a good response deepened during the second evaluation phase. More research is needed to better understand the teaching practices that promote the development of reading response. We believe that orienting training towards formative assessment would allow teachers in Quebec to better identify, give feedback and support the response strategies of their students.