When asked, “If you were to take part in a group like this again, what would you like to do differently?” the
boys agreed the number of weeks should be extended. Andrew and Charlie also thought the hour-long sessions
should be lengthened. All the boys agreed the read-aloud group had been fun, with Billy adding the ubiquitous
“awesome” to his evaluation. Andrew’s reasoning was “It was awesome to get a break from my little bro. [sic] and
sis.”
The response in which the researcher had the most interest was to this question: “Have you noticed a change
about yourself as a reader since we began this group? If yes, what is it?” Billy wrote, “Yes because it makes me like
reading more and I read faster.” Charlie’s answer was, “Yes it makes me want to read more.” Andrew stole the show
with, “Heack [sic] yeah I got my own library card.”
Reading levels. To determine if reading aloud to students would impact the students’ reading levels, the
researcher administered the Scholastic Reading Inventory twice, once on September 2, 2008, and a second time on
either November 21, 2008 (for Billy and Charlie) or November 24, 2008 (for Andrew). Then she compared the two
scores.
Students are expected to raise their scores by 100 points per school year. The results of the test showed
significant growth for all three students. Andrew’s SRI lexile score rose 116 points, from 778 to 886. Billy’s score
changed 100 points, from 607 to 707 points. Charlie’s rose 69 points, from 709 to 778. The sixth grade class’s mean
score is 788.
Conclusion
Based on the analysis of the data that were collected, two conclusions appear to be justified. First, the three
sixth-grade boys made significant improvements in their reading comprehension, as shown by their SRI score
increases. Also, the boys’ attitudes toward reading improved, as indicated by their physical, verbal, and written
responses to the read-alouds, and in their comments on the interest surveys and evaluation.
Based on the researcher’s observations, the number of three participants was appropriate, as the boys
supported each other’s ideas, sharing common reactions humor and horror. The researcher found that offering a
choice of materials and delivery models positively impacted the boys’ participation, as they brought materials to
share with the others and freely discussed stories with each other.
Discussion
Brozo et al. (2008) found that reading achievement is determined by engagement, segmented by diversity,
frequency, and attitude. Their findings are in agreement with this study, as the participants’ engagement level was
consistently high over the course of the study and resulted in the boys’ elevated attitude toward reading. Costello
(2008), in his brain research, posited that boys would react positively to non-fiction, exciting stories, stories with
positive males, and a variety of genres. By the boys’ scores and indicated attitudes, Costello’s findings were reflected
in this researcher’s findings. By the three boys’ responses to the questions of how much time they spent
independently reading, as well as their expanded choices of genres, they further mirrored the benefits of read-alouds
as described by Costello (2008).
The researcher applied Moen’s (2004) suggestions for the read-aloud, establishing protocols for the readaloud sessions, setting purpose, practicing her delivery for expression, explaining required responses, providing extra
copies of text, and making connections between texts. The researcher credits Moen with much of the sessions’
71