The Structure of the Read-Aloud
For the actual read-aloud time, Moen (2004) offers specific suggestions for conducting each read-aloud
session. He exhorts the teacher to plan every aspect of the read-aloud, considering her own teaching style as she
sets up a regular routine, with explicit purpose, variety, and listening and response protocols. Moen further
encourages the teacher to practice her presentation for animation and to provide text copies if possible.
Dickinson and Smith (1994) found that teachers tend to follow one of three approaches to read-alouds: the
“co-constructive approach,” in which the “children and teachers enjoy being together, with discussion of the book
being integral to this enjoyment;” the “didactic-interactional approach,” which concerns recall and little discussion;
and the “performance-oriented style” (p. 116), during which the teacher reads the story before discussion, but
continues discussion until all students have “reconstructed the whole book,” thus covering the content twice (p.
114). Dickinson and Smith found the performance style “superior” (p. 118). However, Albright and Ariail (2005) found
the co-construction approach created a more inviting atmosphere.
The size of the read-aloud group is also important. Klesius and Griffith (1996) gathered from their study that
“optimal group size should not exceed five and…it might be less” (p. 559) to afford children opportunities to share
and to learn from others’ views on the text. Indeed, Kleius and Griffith posit that world knowledge is increased as a
result of read-aloud interaction. Morrow and Smith (1990) found from their study on group size that small groups
lend themselves to lively discussion and result in a comprehension level higher than in whole class readings. Their
ideal number was three members.
The Study
The purpose of this study was to determine the impact of a teacher reading aloud to a group of three male
students. The research was conducted using a group of three sixth-grade male students, selected from the
researcher’s strategic reading classes, who met together after school for one hour two times a week for eight weeks
in the fall of 2008, to listen to and discuss a read-aloud story. The subjects were chosen based on their low SRI scores,
at least one level below their current grade level. The teacher assigned a pseudonym to each participant for
confidentiality.
Andrew. Andrew was eleven years old at the beginning of the study, but he turned twelve half-way through.
His reading level was fifth-grade. He was an imaginative student who often required prompting to complete his class
work, and who received assistance from a learning resource teacher. However, he was eager to participate in the
read-aloud group. He reacted physically to the readings, moving his arms and even getting out of his chair to re-enact
a scene spontaneously.
Billy. Billy was an eleven-year-old student who read at the third-grade level. He described himself as “happy,”
and “always smiling.” He leaned forward in his chair, looking toward the researcher during readings. Billy usually
observed the other two students’ responses before venturing his ideas, as when the students were writing; but once
he had an idea, he quickly inserted it into the conversation.
Charlie. Charlie, like Andrew, became twelve years old during the study. His reading level was fourth-grade.
He was a quiet observer with a wry sense of humor. He leaned back in his chair during readings. The other two boys
looked to Charlie for leadership. He helped plan group responses to the readings, and he eagerly wrote his responses.
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