The Missouri Reader Vol. 37, Issue 2 | Page 56

discontinue reading aloud when children learn
to read independently. Limited research has
been conducted on reading aloud to middle
school students. One study, conducted by Ariail
and Albright (2006), revealed even though
benefits of reading aloud to middle school
students have been reported, read-aloud
practices in middle school classrooms are few
and far between.
Ivey (2003) found when students were read
to aloud by the teacher, students gained an
understanding of the subject matter and
enhanced the students’ inclination to read
independently. Author (2013) emphasized
reading aloud often equalizes the amount of
content students learn. Children with limited
language proficiency, reading disabilities, and
even lack of background knowledge have equal
access to the content when read to aloud.
Hearing the content often assists students in
catching the content, especially if they are
struggling to read the text on their own.
Knowing the benefits of reading aloud to
students, why, then, do teachers of middle level
students not read aloud? Experts in the field of
reading have suggested the practice of reading
aloud in upper grades promotes an engaging
way to develop reading skills, literature
appreciation, and reading for enjoyment (Fox,
2008; Routman, 2003; Tompkins, 2006). The
benefits of reading aloud are not exclusive to
elementary level students. As limited research
has shown, middle school students gain
listening, comprehension, vocabulary, and
decoding skills as well as positive attitudes and
motivation to read independently (Ariail &
Albright, 2006; Ivey, 2003; Moss, Hiller, Moore,
and Gamse, 1999; Routman, 1991; Smith 1978).
Ogle and Beers (2012) state, “Reading aloud to
students can be a very important factor for
providing motivation for reading, building
critical concepts about reading, and developing
an understanding of literature” (p. 151). Ivey
(2003) concluded, the reality was, students
enjoyed being read aloud to even in the upper
grades, and research has concluded students’
understanding and inclination to read

independently are derived from teachers
reading aloud.
To understand the complexities of reading,
one must realize the way a child receives
information (Smith 1978; Trelease, 2006). The
two major ways words enter the brain are
through the eyes and the ears (Trelease, 2006).
When children are read aloud to, assurance,
entertainment, bonding, curiosity, and
inspiration takes place (Tompkins, 2006;
Trelease, 2006). Additionally, children become
informed and connections made about new
concepts (Routman, 2003; Smith, 1978;
Trelease, 2006).
Motivation and attention are important
elements of reading aloud (Routman, 2003;
Smith, 1978; Tompkins, 2006; Trelease, 2006).
Muller (2005) acknowledged reading aloud as
the “single most effective way to build their
own motivation to read” (p. 23). Harris and
Sipay (1990) knew it was worth it: “A teacher
who regularly reads fascinating stories to her
class usually has no trouble arousing interest in
reading” (p. 675). Morgan (2009) surmised
students become more motivated to read
independently when teachers read aloud and
make the book appealing. Duncan (2010)
asserted when teachers read aloud during class,
literature comes to life. According to Trelease
(2006), reading aloud is the catalyst for children
acquiring motivation to want to read
independently. “After hearing a book read
aloud, students are much more likely to pick up
books on this topic, and related ones, on their
own” (Vacca et al., 2011, p. 383).
Picture books can be used as an effective
teaching tool even in the upper grades (Smith,
1978; Tompkins, 2006; Trelease, 2006).
Seventh grade students described feeling
somewhat awkward at first because they had
not been presented with a picture book since
elementary school; however, the impression
was long lasting and made them more eager to
learn, willing to listen, and anticipate the next
days of class (Giorgis, 1999). Picture books have
been published on most topics, which can
successfully be integrated into the classroom
©The Missouri Reader, 37 (2) p.56