What types of read-aloud practices do secondary teachers engage in? What are the students' perceptions of the secondary read-aloud practice? /

by Primeau, Jessica M.

Abstract (Summary)
Dr. Cindy Hendricks, Chair The purpose of this study was to examine the read-aloud practices of secondary language arts teachers as well as the secondary students’ perception of teacher readalouds in the classroom. The educator’s behaviors and views in connection with the read- aloud practice was examined in addition to the secondary students’ past and current experiences with read-alouds, their general opinions in relation to the practice, as well as the perceived benefits and/or hindrances employed by teacher directed read-alouds. The types and frequency of teacher read-alouds was also studied. Nine high school sophomores and five sophomore language arts teachers participated in interviews aimed at discovering information regarding teacher read-alouds in the secondary classroom. Students and teachers from a local small and large school took part in the study. The students and educators were asked to answer questions pertaining to their experiences with teacher conducted read-alouds at the secondary level as well as their overall impressions of the instructional method. In addition, students were asked to supply information concerning the benefits and/or obstructions created by teacher read-alouds as well as the types of material read aloud. Students were also prompted to identify the amount of time spent on teacher directed read-alouds as well as the reoccurrence of the method. The data collected was analyzed to determine the types of patterns that existed amongst the secondary teachers’ and students’ responses. The conclusions drawn from the study revealed that the read-aloud practice is indeed, valued by students and teachers alike. Data also showed that the educators implemented the practice for iii purposeful reasons rather than reading aloud for mere pleasure. Similarly, it was discovered that the educators also use read-alouds as more of a literacy tool rather than a motivational tool. Lastly, it was communicated by the students that they favored listening to specific materials, such as poetry and short stories, over other types of read-aloud material. In the end, recommendations were made, which encouraged enjoyable and motivational purposes for reading aloud, as well as additional suggestions that will help improve the readaloud practice for years to come. iv To Corey and Braden… for hanging in there and providing everlasting support throughout this study. You will feel neglected no longer v
Bibliographical Information:


School:Bowling Green State University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:high school teaching oral reading students


Date of Publication:

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