The+Effects+to+Exposure+to+Children's+Literature+Through+Read+Aloud

Ouellette, G., Dagostino, L., & Carifio, J. (1999). The effects to exposure to children’s literature through read aloud and an inferencing strategy on low reading ability fifth graders’ sense of story structure and reading comprehension. //Reading Improvement, 36//(2), 73-89. Retrieved July 3, 2009, from Wilson Web.


 * Quotes || Reaction ||
 * 1. "The primary purpose of this study was to examine how reading aloud and use of a specific inferencing strategy influenced the development of story structure and reading comprehension in children with low reading ability. The two research questions guiding this study were: 1. How will reading aloud to low ability fifth grade readers from children's literature and using a specific inferencing strategy to involve them in the stories alter their structural expectations for story? 2. How will reading aloud to low ability fifth grade readers from children' literature and using specific inferencing strategies to involve them in the stories affect their reading comprehension?"

2. "It appears from these studies that good readers are more sensitive to the structure of narrative text than poor readers although it was not the explicit purpose of the studies to investigate the link between reading ability and readers' responsiveness to story structures. This study examines this link."

3. "Before reading, the researcher named the title and the author and/or illustrator of the books. Then the researcher involved the listeners in the story by asking what they would do in a particular situation, a situation similar to that the main character in the story faced. During reading, pictures were shared at the end of each page of text. After reading, students were encouraged to talk about the character's actions in light of the earlier assessment of what they would have done under similar circumstances."

4. "The findings of this study are consistent with other research on this problem. The major findings that students in the control group is consistent with results from a number of studies in which focusing readers' attention on essential story elements led to improved comprehension and better narrative sense (Beck, Omanson and McKeown, 1982; Fitzgerald and Spiegel, 1983; Idol, 1987)."

5. "Further, the higher poststudy MAT6 scores for students in both the experimental and control groups indicated that reading instruction in regular classroom was effective at improving the reding ability of low fifth grade reader. This finding suggested that reading aloud to intermediate grade students from children's literature and involving them in the stories that they hear may serve as a suitable complement to the basal reading program already in place in the classroom." || I wonder how the study would have changed if the researchers had used chapter books rather than picture books. ||  Tags: read-aloud, research, intermediate grades, reading aloud effectively




