Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.3
, Sep
t
em
b
e
r
20
14, pp
. 187
~196
I
S
SN
: 225
2-8
8
2
2
1
87
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Potential Impact of Stru
ctured Read-Aloud on Middle
School
Reading Achievem
ent
Jenni
fer Kohart
Marc
hess
ault
1
, Karen H. Larwin
2
1
Department of
Education,
Grand Cany
on University
,
USA
2
Foundations, R
e
search
,
Tec
hnolog
y
&
Leadership, Youngstown
State University
,
USA
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
J
u
l 07, 2014
Rev
i
sed
Au
g
21
, 20
14
Accepted Aug 28, 2014
Read-aloud is a techn
i
que pr
ed
ominantl
y
utilized at
the
el
ementar
y
level.
This stud
y
was designed to research the
effe
ctiv
eness of this tec
hnique at t
h
e
middle school level, specif
ically
, studen
t
s who
were
not r
e
ceiving special
education or additional readin
g inte
rvent
i
on s
e
rvices
. F
o
r the curre
n
t
investigation
,
students in two mi
ddle sc
hools within the same Virginia school
district wer
e
assigned to receiv
e
the
treatment o
f
Structured Read-Aloud or
rece
ived tr
adit
io
nal m
i
ddle-s
c
ho
ol read
ing instru
ction
.
These students were
tested using
the
Diagnostic Online Re
ading Assessment (DORA)
both in
the
fall befor
e
the in
terven
tion was im
plem
ented, an
d then again
in t
h
e spring of
the sam
e
ye
ar
to
assess gains.
R
e
sults indi
ca
ted
that
the
use of
R
ead-Aloud
instruction h
a
d
an impact on student
DORA scores and implications of the
res
earch
ar
e
con
s
idered.
Keyword:
Achie
v
em
ent gap
M
i
ddl
e Sc
h
ool
Read-Aloud
Reading ac
hievem
ent
Read
ing
in
terven
tio
n
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Kare
n H.
Lar
w
in,
Fo
un
dat
i
o
ns,
R
e
search
, Tec
h
n
o
l
o
gy
&
Leade
r
shi
p
,
Youn
g
s
t
o
wn
State
Un
iv
ersity,
On
e Un
iv
ersity Circle, You
ngsto
wn
,
Oh
io,
44
555
,
USA.
Em
a
il: k
h
l
arwi
n
@
ysu
.
ed
u
1.
INTRODUCTION
“Alth
oug
h read
ing
aloud
with
ch
ild
ren
is wid
e
ly ag
reed
t
o
be
be
nefi
ci
al
,
i
t
i
s
oft
e
n ass
u
m
e
d b
o
t
h
b
y
teachers a
n
d y
o
ung
people the
m
selves
that it is som
e
thing
you
grow
out
of a
s
you
bec
o
me an inc
r
easingl
y
proficient reader”(p. 19)
[1]. Menti
on t
h
e term
“read-aloud”, where t
h
e teach
er
reads the
text
to the student
s
,
to
an
edu
cator and
m
a
n
y
ti
m
e
s
th
e asso
ciatio
n
m
a
d
e
will b
e
th
e wo
rd
“elemen
tary.”
Wh
ile u
s
ed
pre
d
om
inantly in the elem
e
n
tary
grade
s
,
it is also becom
i
ng a tec
hnique that sec
o
nda
r
y teache
r
s are
b
e
g
i
n
n
i
n
g
to
em
p
l
o
y
as
well. As
m
o
re research
literatu
re
beco
m
e
s av
aila
b
l
e, th
is tech
n
i
q
u
e
m
a
y b
eco
me p
a
rt
of the
repe
rtoi
re of m
a
ny teachers
outs
ide
of
ele
m
entary, na
mely
middle sc
hool.
1.
1
Why R
e
a
d
-
A
l
o
ud?
Teacher rea
d
-a
loud is not a new conce
p
t. In th
e 1985 Bec
o
m
i
ng a Nation of Rea
d
ers
report, it wa
s
main
tain
ed
th
at read
ing
alo
u
d
to
yo
ung
child
ren
was th
e “sin
g
l
e m
o
st
i
m
p
o
r
tan
t
activ
ity fo
r bu
ild
i
n
g
th
e
k
now
ledg
e r
e
qu
ir
ed
f
o
r
ev
en
tual success in reading” (
p.23) [2]. The commission also
stresse
d that reading t
o
ch
ild
ren
sh
ou
l
d
con
tinu
e
th
ro
ugh
ou
t th
eir
scho
o
ling
,
n
o
matter th
e ch
il
d
’
s ag
e. Th
is reco
mm
en
d
a
tio
n
is
sup
p
o
rt
e
d
by
r
e
search
dem
o
n
s
t
r
at
i
ng t
h
at
as
t
h
e am
ount
of
t
i
m
e
adul
t
s
re
ad al
o
u
d
t
o
c
h
i
l
d
ren
decl
i
n
es
, t
h
e
am
ount
o
f
t
i
m
e st
u
d
ent
s
spe
n
d
o
n
recreat
i
o
na
l
readi
n
g
si
m
ilarl
y
decl
i
n
es
[
3
]
,
[
4
]
.
In a study c
o
nducted for the
In
tern
atio
n
a
l Asso
ciatio
n
for th
e Ev
alu
a
tion
of Edu
catio
n
a
l
Achie
v
em
ent (IEA), Elley [5] found that the United St
ates placed second in the
a
b
ility of nine-yea
r-old
read
ers in
tern
atio
n
a
lly, b
u
t
dropp
ed
to
eighth
wh
en
fou
r
teen
-year-o
ld
s were ev
alu
a
ted
[4
]. Th
is is bu
t o
n
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
87
–
19
6
18
8
st
udy
t
h
at
dem
onst
r
at
es t
h
at
whi
l
e
we ha
ve
success i
n
read
ing
edu
catio
n in
th
e p
r
im
ar
y grades in a global
com
p
arison, re
ading skills be
gin t
o
decline
as childre
n grow olde
r. The
drop
in
readi
ng success
could be
credited to a variety of reasons from
the type of m
a
terial
used, the di
fficulty of the text,
or the curric
u
l
u
m
as
a
who
l
e. Ano
t
her po
ssib
ility i
s
th
at th
is d
eclin
e cou
l
d
b
e
partially a
ttrib
u
t
ed
to
th
e ch
ang
e
s in
in
stru
ctio
n
a
l
st
rat
e
gi
es as
st
ude
nt
s m
ove t
h
ro
u
g
h
t
h
ei
r
p
r
i
m
ary
educat
i
o
n.
In a
n
Ivey and Broa
ddus
[6]
surv
ey of
1,700 sixt
h grade
r
s
,
studen
ts
named teache
r
rea
d
-al
o
uds a
s
th
e m
o
st p
r
eferred
read
i
n
g activ
ity, with
free read
ing
tim
e
co
m
i
n
g
in
seco
nd
[6
],
[7
].
The Iv
ey and Broad
d
u
s
[6
] su
rv
ey id
en
tified
th
e
ov
erwh
elm
i
n
g
p
o
p
u
l
arity o
f
re
ad
alou
d
fo
r t
h
e stu
d
e
n
t
s; m
o
reo
v
e
r, t
h
e sim
i
larities
bet
w
ee
n
t
h
e st
ude
nt
s of di
f
f
e
r
ent
a
g
es
a
n
d
gra
d
e
l
e
vel
s
beca
m
e
clearer
as well. Ivey
note
d
that t
h
e
sixth
gra
d
ers reacte
d
to a rea
d
-al
o
ud i
n
the sam
e
way as
m
a
ny
of
her
first gra
d
ers: their eye
s
becam
e wide with
an
ticip
atio
n
and
th
ey ed
g
e
d
th
eir seats closer to
t
h
e
read
er
[6
],[8
]. Ad
d
ition
a
lly, Ivey an
d
B
r
o
a
dd
u
s
[6
]
encourage
d
future researc
h
i
n
to
whet
her t
h
e teache
r
led read-aloud
could
be a c
o
mpone
n
t in inc
r
easing
in
terest in
readin
g
,
wh
eth
e
r i
n
th
e readi
n
g
classroom
or c
o
ntent areas
.
The Ivey
a
n
d
B
r
oa
dd
us [
6
]
sur
v
ey
bro
ugh
t read-alou
d
s in
mid
d
l
e scho
o
l
in
to
th
e
research
sp
ectru
m
.
As the topic be
com
e
s
m
o
re and m
o
re pre
v
ale
n
t, m
o
re res
earch is taking pl
ace in rega
rd to rea
d
-al
o
ud
both in
relation to teachers a
nd students
. Albright and Aria
il [7] found that teachers
in the
m
i
ddle grades are
begi
nni
ng to utilize read-aloud
for
reasons such as:
m
odeling fl
uent
rea
d
ing, m
a
king texts m
o
re accessible
and e
n
s
u
ri
ng a
ll students
were receiving
the
inform
ation from
the texts. The
use of rea
d
-al
o
uds als
o
give
s
stude
nts exposure to literature that stude
nts may not ha
ve received
with a traditiona
l text
book. Readi
ng
aloud
can c
ont
ri
b
u
t
e
t
o
i
n
c
r
eased
st
ude
nt
e
nga
gem
e
nt
,
un
de
rst
a
n
d
i
ng,
an
d m
o
t
i
v
at
i
on
[9]
.
1.
2 Mo
del
i
n
g t
h
rou
g
h
Re
ad
-
A
l
o
u
d
s
As m
a
ny
teachers know, struggling
students
rarely adm
i
t to how little
they unde
rstand in a passage
w
h
en
read
ing
co
n
t
en
t th
at is to
o
d
i
fficu
lt fo
r th
em
. Iv
ey
an
d
B
r
o
a
dd
u
s
[6
] fo
und
th
at
read
ing
aloud b
u
ilt
“scaffolds t
o
unde
rstanding
because
the teacher
helpe
d
to m
a
ke the te
xt m
o
re com
p
rehe
nsible
or
m
o
re
i
n
t
e
rest
i
ng t
o
t
h
em
” (p. 36
7).
Ivey
[8]
goe
s on t
o
say
,
“T
h
e
bot
t
o
m
li
ne is t
h
at
when t
e
a
c
hers rea
d
t
o
st
ude
nt
s
t
h
ey
enha
nce st
ude
nt
s’ u
n
d
er
st
andi
ng an
d t
h
ei
r i
n
cl
i
n
at
i
o
n t
o
read i
n
de
pen
d
e
n
t
l
y
” (p.
81
2). T
h
u
s
i
t
i
s
cl
ear
that whe
n
teac
hers em
ploy a technique that
can reac
h
th
e strug
g
ling
read
er, th
e
ave
r
a
g
e rea
d
er, the
gifte
d
stu
d
e
n
t
an
d even
th
e alliterate stud
en
t, th
is t
ech
n
i
q
u
e
m
i
g
h
t
b
e
effectiv
ely
u
tilized
in all g
r
ad
e lev
e
ls.
“R
eadi
n
g al
ou
d p
r
o
v
i
d
es a
n
a
t
u
ral
co
nt
ext
fo
r m
odel
i
ng a
nd a
ppl
y
i
n
g
el
em
ent
s
of st
rat
e
gi
c readi
n
g
suc
h
as self-questioning,
pre
d
iction, a
nd
rereading” (p
.145) [10].
When t
h
e teache
r
is reading, the student
s
have el
i
m
i
n
at
ed t
h
e st
re
ss o
f
per
f
o
r
m
a
nce and
p
r
o
n
unci
a
t
i
on a
nd ca
n c
once
n
t
r
at
e
on
com
p
rehe
nsi
o
n
.
The
teacher the
n
m
odels appropriate
questioning techniques to prom
ote
the skills of
proficie
nt readi
n
g
com
p
rehe
nsion, nam
e
ly predi
c
tion, i
n
fe
renc
e and utilizi
ng
conte
x
t clues.
Teachers ca
n take the
opportunity t
o
utilize class discussion to com
p
are a
nd contrast langua
ge
and
voca
b
ulary from
other text
s, othe
r tim
e
peri
ods
and ot
her cont
ent area
s [11].
Teache
r
s
nee
d
to m
ode
l how
to deciphe
r
vocabular
y m
eaning through t
h
e
use
of c
onte
x
t clue
s while rea
d
ing.
Whe
n
teachers correctly
utilize read-aloud for t
h
e be
nefit of com
p
rehe
nsi
on
i
m
p
r
ov
em
en
t
an
d
vo
cab
u
l
ary acq
u
i
sitio
n,
th
ey are m
o
d
e
lin
g
to
stud
en
t
s
ho
w t
o
u
s
e t
h
ink
i
ng
,
read
i
n
g
and
l
a
ng
uage
st
rat
e
gi
es t
o
p
r
oce
ss
and
u
n
d
erst
a
n
d
t
h
e t
e
xt
t
h
ey
a
r
e rea
d
i
n
g
[
12]
.
Whe
n
teache
r
s
ask questions
within
a read-a
loud and pose ope
n-ende
d questions suc
h
as
“How did
you arrive at that
?
”
teache
r
s
can th
en
begin to m
odel a
p
propriate strate
gies for compre
he
nsion, s
u
ch a
s
r
e
r
e
ad
ing
,
pr
edictin
g
o
r
acti
v
atin
g
p
r
i
o
r know
ledg
e.
W
h
en
“d
ur
ing
a sh
ared
r
ead
i
n
g of
a con
t
en
t ar
ea
passag
e
[th
i
s] m
o
d
e
ls fo
r
stud
en
ts
how a
p
r
o
f
icien
t
read
er
g
r
app
l
es with
t
h
e
p
r
o
b
le
m
s
o
f
u
n
familiar v
o
c
abu
l
ary, n
e
w
conce
p
ts, text feature
s
, and text st
ructures
that can see
m
quite foreig
n
– eve
n
after years of s
u
cces
s with
nar
r
at
i
v
e
readi
ng”
(
p
.
3
7
7
)
[
12]
. M
o
del
i
n
g
by
t
h
e t
eac
h
e
r i
s
an
esse
n
t
i
a
l
co
m
pone
n
t
of t
h
e rea
d
-
a
l
o
u
d
.
Teachers guide
the stude
nts on how to
e
v
ent
u
ally utilize
metacognitive stra
tegies and re
gulat
e their learni
ng
an
d co
m
p
r
e
h
e
nsio
n.
In a
study conducte
d
by Lapp, Fis
h
e
r
, & Grant[12], teachers we
re as
ke
d to rea
d
aloud
from
the text
whi
l
e
di
scus
si
ng
t
h
ei
r
o
w
n
p
r
oces
ses
fo
r c
o
m
p
rehensi
o
n.
Thi
s
read
-al
o
u
d
a
n
d
t
h
i
n
k
-
al
ou
d c
o
m
b
i
n
at
i
o
n
ga
ve
th
e stud
en
ts a
m
o
d
e
l o
f
wh
at
h
a
p
p
e
n
s
wh
il
e a go
od
read
er is processing th
e inform
atio
n
fro
m
th
e text. Th
e
teachers
would m
odel flue
nt
reading
during
the rea
d
-alo
ud sections
and woul
d
t
h
en
wal
k
through t
h
eir
own
com
p
rehe
nsi
o
n
p
r
oces
ses t
o
un
de
rst
a
n
d
t
h
e
t
e
xt
. T
h
i
s
p
r
o
v
ed
t
o
be
a st
ro
n
g
m
odel
i
n
g
p
r
oces
s i
n
w
h
i
c
h
a
m
u
lt
i
t
ude o
f
st
rat
e
gi
es c
oul
d
be a
d
d
r
esse
d.
For
ex
am
pl
e:
m
a
ki
ng c
o
nnec
t
i
ons t
o
c
h
arac
t
e
rs f
r
om
ot
he
r
b
o
o
k
s
an
d
tex
t
s, u
tilizin
g
p
r
i
o
r
k
nowledg
e to
h
e
lp u
n
d
e
rstand
vocab
u
l
ary o
r
characters, i
d
en
ti
fyin
g
tex
t
asp
e
cts lik
e
t
h
em
e and st
or
y
el
em
ent
s
, or com
p
ari
s
on
of
st
y
l
e of t
h
e aut
h
o
r
t
o
ot
he
r au
t
h
o
r
s/
t
e
xt
s [1
4]
.
W
h
e
n
t
h
e i
d
e
a
of
sim
p
ly address
i
ng one strategy at a tim
e
was brought up
, teachers e
xplained that th
eir own thought processe
s
do not work that way, s
o
why would
t
h
ey a
ssum
e
students
did
?
Teache
r
s
ha
ve
discovered that t
h
ey ne
ed t
o
reinforce aut
o
matic usage of strategi
es; for exam
ple: “We need t
o
s
h
ow
stud
en
ts how to
in
corpo
r
ate th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Pote
ntial I
m
pact
of Str
u
ct
ure
d
Re
ad-Aloud on
Mi
ddle School Re
ading
... (
J
e
nnifer K
o
hart
Mar
c
hes
s
ault)
18
9
th
in
gs au
to
m
a
t
i
cally an
d
n
o
t
artificially sto
p
and
su
mmar
i
ze
or
qu
estio
n
or
wh
atev
er
. I
u
s
ed
m
y
g
u
i
d
e
d
instructional time to focus on specific
strate
gies with s
p
eci
fic stude
nts wh
o nee
d
attention in a specific area”
(p
. 55
1)
[
1
2]
.
Teachers also
commented on vocabulary
de
velopm
en
t through m
odeling.
Again, they
woul
d rea
d
t
h
e t
e
xt
al
o
u
d
and
m
odel
t
h
ei
r t
h
o
u
ght
pr
ocesses t
o
det
e
rm
i
n
e
m
eani
ng o
f
voca
b
ul
ar
y
wo
rds
[
12]
.
Som
e
st
rat
e
gi
es a
d
d
r
essed t
h
o
u
g
h
t
h
e m
odel
i
n
g i
n
cl
u
d
ed:
co
nt
e
x
t
cl
ues
,
wo
r
d
pa
rt
s, a
n
d
re
sou
r
ces
(
d
i
c
t
i
o
nary,
thesaurus, etc.).
While working thr
o
u
gh t
h
e passag
e
s, t
e
achers
w
oul
d al
so ad
dres
s t
e
xt
st
ruct
ure a
nd t
e
xt
feature
s
and how this affecte
d
thei
r t
h
ou
g
h
t
pro
cesses as wel
l
.
St
ude
nt
s
need t
o
have a
pur
p
o
se f
o
r re
adi
n
g
an
d to
kn
ow
ho
w to
d
e
term
i
n
e m
ean
in
g
and
co
m
p
reh
e
n
s
io
n with un
familiar tex
t
. Modelin
g
wh
en
u
s
ed
i
n
co
nju
n
c
tion w
i
th
r
e
ad
-
a
l
o
ud
pr
ov
id
es th
is.
Ove
r
all, it is the teache
r’s re
sp
onsi
bility to m
odel effective flue
ncy and
com
p
rehe
nsion throughout
th
e use
o
f
read-alou
d
.
Atwell
[10
]
d
e
scrib
e
s
h
e
r ph
ilo
so
ph
y
on
th
e effective read
-aloud
:
Whe
n
rea
d
i
n
g
al
ou
d, I
go f
o
r
i
t
,
changi
ng
m
y
i
n
fl
ect
i
on f
o
r t
h
e
di
ffe
re
nt
charact
ers a
n
d
m
oods
of a
text. I c
h
ange
my face, too
–
smile, fro
wn, s
h
ow a
nge
r
or s
u
rprise
or the e
ffects of
s
u
s
p
e
n
se or
e
n
lightenm
e
nt
– an
d I m
odul
at
e t
h
e vol
um
e, l
o
u
d
er o
r
so
f
t
er, t
o
m
a
t
c
h the m
ood. I rea
d
sl
owe
r
t
h
a
n
I spea
k, an
d I
pau
s
e
bef
o
re
an
d a
f
te
r
parts
I
want t
o
stre
ss, t
o
let thin
gs si
n
k
in
. I ask qu
estion
s
…I sho
w
th
e il
lu
stratio
ns (p
.
1
45).
The teache
r
is such a
n
integral
part of the
learning proc
ess whe
n
using
rea
d
-al
o
ud. The
types of
que
st
i
ons t
h
ey
ask s
h
ape st
u
d
ent
s
’ com
p
re
hen
s
i
o
n. P
r
o
p
e
r
i
m
pl
em
ent
a
t
i
on
of
rea
d
-al
o
uds
re
qui
res c
a
ref
u
l
read
i
n
g and carefu
l
p
l
ann
i
ng
; th
is is
no
t someth
in
g
t
h
at
sh
ou
ld be
u
s
ed
“o
n th
e f
l
y.
” Such
care
f
ul
pre
p
aration
fo
r rea
d
-al
o
u
d
s
precl
ude t
h
e use o
f
i
m
prom
pt
u
quest
i
o
ns t
o
ens
u
re t
h
at
t
h
e st
u
d
ent
s
a
r
e
t
r
ul
y
t
h
i
nki
ng
abo
u
t
t
h
e t
e
xt
, t
eac
he
rs m
u
st
caref
ul
l
y
pl
an t
h
ei
r c
o
m
p
rehensi
o
n
q
u
est
i
o
ns
[1
0]
,[
13]
.
1.
3 In
ter
a
cti
v
e Re
ad
-al
o
uds
Interacti
v
e rea
d
-al
o
uds is a techni
que
where
i
n the
teacher
and st
ude
nts di
scuss the
proce
ss by which
th
ey u
n
d
e
rstand
th
e m
a
terial, as well as resp
ond
ing
to
th
e literatu
re [15
]
. Barren
tin
e [16
]
d
e
fin
e
d
in
teractiv
e
read-alouds as
a conversation in wh
ich the
teacher poses
que
stions
“tha
t
enhance
m
eaning c
o
nstruction a
n
d
al
so s
h
o
w
h
o
w
one
m
a
kes sense
o
f
t
h
e
t
e
xt
” (
p
.
3
6
)
.
T
h
i
s
t
echni
que
al
so
gi
ves
t
h
e
st
ude
nt
s
o
p
p
o
rt
u
n
i
t
y
t
o
in
teract with
t
h
e tex
t
. Th
ese i
n
teraction
s
in
clu
d
e
tex
t
-to-
tex
t
co
m
p
arison
s, tex
t
-to-self
similarit
i
es an
d
t
e
x
t
-to-
world con
c
lu
si
o
n
s
. Th
is
relates to
u
tilizin
g
thin
k-alou
d.
M
odel
i
n
g t
h
o
u
ght
pr
ocesses
du
ri
n
g
t
h
e
rea
d
-al
o
u
d
i
s
o
f
i
m
port
a
nce as
wel
l
.
Thi
nk al
ou
d
pr
o
v
i
d
es
the m
eans to
dem
onstrate the ques
tion
i
ng
an
d th
e m
a
n
n
e
r
in wh
ich goo
d r
e
ad
er
s achiev
e co
m
p
r
e
h
e
n
s
ion.
“Read
ing
requires th
e orch
estratio
n
of m
a
n
y
sk
ills su
ch
as th
e
ab
ility to
activ
ate
prior
k
nowledg
e,
mak
e
co
nn
ection
s
, qu
estion
an
d mo
n
itor
on
e’
s ow
n r
e
ad
ing
t
h
ro
ugh
ou
t t
h
e r
e
ad
ing
p
r
o
cess” (p
.
33
) [1
3
]
.
W
h
en
teachers m
odel
how t
h
ey extract im
porta
nt i
n
form
ation from
text to furthe
r dissect a
n
d
reflect to ac
hie
v
e a
deepe
r
m
eani
ng, st
ude
nt
s t
h
e
n
ha
ve a
basi
s
t
o
d
o
t
h
e sam
e
whe
n
t
h
ey
rea
d
[
1
4]
. I
n
t
h
e s
t
udy
by
C
a
l
d
w
e
l
l
and
Leslie [17
]
,
d
a
ta foun
d th
at
wh
en “stud
e
n
t
s th
oug
h
t
al
o
u
d
t
h
ey m
a
d
e
m
o
re in
feren
c
es in
recall th
an wh
en
th
ey
di
d
n
o
t
t
h
i
n
k a
l
ou
d, a
n
d t
h
e
a
ssoci
at
i
v
e i
n
fe
r
e
nces m
a
de us
ed t
e
xt
i
n
f
o
rm
at
i
on”
(p
.
33
4)
. I
n
fere
nce i
s
a ski
l
l
th
at is im
p
o
r
tan
t
fo
r m
i
d
d
l
e schoo
l studen
t
s to b
e
co
me
proficien
t
with
du
e t
o
th
e in
creased level of
so
ph
isticatio
n
in
th
e m
a
terial
s th
ey will read
, so
th
is
reinfo
rces
h
o
w read
-al
o
ud
and
thin
k
alou
d
can
work
togethe
r
t
o
ac
hieve this
goal.
Interacti
v
e rea
d
-al
o
uds are often m
o
re effe
ctive
whe
n
the
teachers are obse
rve
d
utilizing
gesture
s
and
di
ffe
rent
voi
ces
t
o
e
n
c
o
ura
g
e e
n
gage
m
e
nt
wi
t
h
t
h
e
t
e
xt
[
1
8]
,[
19]
.
T
o
s
u
pp
ort
voca
b
ul
ary
ac
qui
si
t
i
o
n
th
ro
ugh
th
is t
ech
n
i
q
u
e
, it is i
m
p
e
rativ
e that stu
d
e
n
t
s not o
n
l
y “kno
w” th
e d
e
fin
ition o
f
t
h
e
words, bu
t
unde
rstand t
h
e
m
eaning
of the words
as
wel
l
. Providi
ng de
finitions
in term
s that are eas
ily accessible to t
h
e
stu
d
e
n
t
s will rein
fo
rce th
is.
Tho
s
e m
ean
in
g
s
cou
l
d
b
e
u
s
ed
in
a co
n
t
extu
al d
i
scu
ssi
o
n
relatin
g
to
famil
i
ar
st
ori
e
s o
r
t
h
e l
i
ves o
f
t
h
e chi
l
dre
n
[
1
8
,
1
9
]
.
The m
o
re st
u
d
ent
s
a
r
e i
n
t
r
o
duce
d
t
o
ne
w voca
b
ul
ary
an
d gi
ven
rep
eated
ex
po
su
re, th
e m
o
re lik
ely th
ey will
ad
d tho
s
e
vo
cab
u
l
ary wo
rd
s to
th
ei
r rep
e
rto
i
re [18
]
,[2
0
]
.
R
e
peat
ed e
x
po
sure
t
o
read
-al
o
u
d
s
wi
t
h
m
odel
i
n
g
o
f
a
p
p
r
op
ri
at
e l
a
n
gua
ge a
n
d
fl
ue
ncy
enc
o
u
r
a
g
es
the love of rea
d
ing. The teacher
b
ecom
e
s t
h
e vessel from
which
positive f
eelings toward rea
d
ing are
share
d
.
Th
is is also
an
opp
ortun
ity to
add
r
ess ho
w
spok
en
lan
g
u
a
g
e
d
i
ffers fro
m
written
lan
g
u
a
g
e
[2
1]. Th
i
s
t
echni
q
u
e al
s
o
exp
o
ses st
ude
n
t
s t
o
a vari
et
y
of
bo
o
k
s t
h
ey
m
a
y
not
have
no
rm
al
ly
read,
whi
c
h bec
o
m
e
s t
h
e
catalyst fo
r dev
e
lop
i
ng
lifetime learn
e
rs
and
lov
e
rs of read
ing
.
Ano
t
her
sk
ill th
at is o
f
t
e
n
a resu
lt is critical
thinki
ng
[18].
Whe
n
teache
r
s serve as
a model for how t
o
ask
que
stions, ho
w to
delve deepe
r
into t
h
e text
and
h
o
w t
o
co
nnect
t
h
e t
e
xt
t
o
ot
her
kn
o
w
l
e
dge
, st
u
d
e
n
t
s
are given a clas
sic exam
ple of the proces
ses neede
d
to
fu
lly eng
a
g
e
with
t
h
e tex
t
.
To support this enga
gem
e
nt
with
text, teachers m
u
st understand a
ll that happe
ns during rea
d
ing.
St
ude
nt
s act
i
v
at
e pri
o
r k
n
o
w
l
e
dge, m
a
ke con
n
ect
i
o
ns,
pr
edi
c
t
,
ask a
nd
answ
er q
u
est
i
o
ns, al
l
t
o
com
p
rehe
n
d
the text [22].
W
i
t
h
rea
d
-aloud, the
teache
r
s
u
pports th
e
processes occ
u
rring and sca
f
folds
the de
velopm
e
n
t of
appropriate techni
que
s a
nd
st
rategies
necess
a
ry for c
o
m
p
re
hension.
Gi
vi
ng stude
n
ts the
o
pport
unity to
fully
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
87
–
19
6
19
0
enga
ge with the text through read-aloud assi
sts in th
e unde
rstandi
ng of langua
ge an
d understanding text in all
st
ages of rea
d
i
ng [
2
0]
. The m
odel
i
ng of c
o
n
n
ect
i
o
ns, t
e
xt
-t
o
-
t
e
xt
, t
e
xt
-t
o-
sel
f
an
d t
e
xt
-t
o
-
w
o
rl
d, o
p
en
s t
h
e
d
oor
to
stud
ents u
n
d
e
rstand
in
g
t
h
at th
eir
kn
ow
ledg
e
a
nd
expe
riences
are essential to
com
p
rehe
nsion. The
m
o
re they are expose
d to, even throu
g
h
experien
ces
o
f
o
t
hers, th
e m
o
re
prio
r
kn
owledg
e to
tap
in
t
o
to
mak
e
t
hose
co
n
n
ect
i
ons
.
1.
4 Rea
d
-
A
l
o
u
d
In Mi
ddl
e
S
c
ho
ol
C
l
earl
y
supp
or
t
i
ng t
h
e rea
d
-a
l
o
u
d
t
echni
que
i
n
m
i
ddl
e school
, I
v
ey
[
8
]
st
at
es, “The bot
t
o
m
l
i
n
e i
s
t
h
at
whe
n
t
e
a
c
hers
read t
o
st
ude
nt
s, t
h
ey
enha
nce st
u
d
e
nt
s’
un
der
s
t
a
ndi
ng a
n
d t
h
e
i
r i
n
cl
i
n
at
i
on t
o
rea
d
in
d
e
p
e
nd
en
tly” (p.
8
1
2
)
. In
el
e
m
en
tary schoo
l, th
e m
o
tiv
a
tio
n
for st
u
d
e
n
t
s to
read
is t
h
ere; stud
en
ts are th
ere
to
learn
t
o
read
.
Howev
e
r, wh
en
t
h
ey en
ter
m
i
d
d
l
e scho
o
l
, so
m
e
ti
mes th
eir read
i
n
g
ab
i
lity d
o
e
s no
t match
wh
at t
h
ey are
ex
p
ected
to read
. Th
e
d
i
sp
arit
y b
e
tween
readin
g
ab
ility an
d
tex
t
ofte
n
b
e
comes clearer in
th
ese
g
r
ad
es. Teach
e
r Lind
a Rief un
d
e
rstand
s
h
o
w im
p
o
r
tan
t
read
-al
o
ud
is in
b
r
i
d
g
i
n
g
st
u
d
e
n
t
s’ read
ing
d
i
fficu
lties
with the
text “
[
it is] because
of t
h
e
struggli
n
g
rea
d
ers
,
who don’t really
read
on thei
r own whe
n
gi
ve
n the
choi
ce, t
h
at
I
m
u
st
fi
nd t
h
e t
i
m
e t
o
read t
h
e
st
ori
e
s al
o
ud”
(
p. 6
9
)
[
23]
. I
n
fact
, Ivey
a
nd
B
r
oa
dd
us
’[
6]
sur
v
ey
of
1,
70
0 m
i
ddl
e scho
ol
st
u
d
e
n
t
s
f
o
u
n
d
t
h
at
st
ude
nt
s p
r
efe
r
red t
eac
her r
e
a
d
-al
o
u
d
as a m
e
t
h
o
d
o
f
del
i
v
e
r
y
an
d
th
at read
-al
o
ud broug
h
t
abo
u
t
p
o
s
itiv
e stud
ent attitu
d
e
s toward read
ing
[6
],[7
],[2
3
]
.
Fo
llo
s [2
4
]
shar
es, “Elem
e
n
t
ar
y schoo
l ch
i
l
d
r
en
lov
e
st
or
y ti
m
e
. Re
m
o
v
i
ng
r
ead-
a
loud
stru
ctur
e
from
the seconda
ry c
u
rricul
um
pl
aces an inordinate a
m
ount of stre
ss on st
udent
s
who struggl
e with
in
d
e
p
e
nd
en
t read
ing
sk
ills” (p
.
2
0
).Rycik
an
d
Irv
i
n
[13
]
co
nv
ey su
ppo
rt
o
f
t
h
e read-alou
d
i
n
m
i
d
d
l
e sch
o
o
l
,
but
n
o
t
e
t
h
at
t
h
ey
u
n
d
erst
a
n
d
why
s
o
m
e
m
a
y
be ap
pre
h
en
si
ve t
o
t
r
y
t
h
i
s
st
rat
e
gy
.
“Som
e
m
i
ddl
e gra
d
es
teachers m
i
ght be c
once
r
ned that rea
d
-alouds
will
m
a
ke
their stude
n
ts
passive
or de
pende
nt,
but re
ading
aloud to stude
nts actually whets thei
r appe
tite for reading on their own”
(p. 105). Teachers m
u
st
e
m
ploy
q
u
e
stio
n
i
n
g
tech
n
i
q
u
e
s
w
ith
in th
e
r
e
ad
-
a
loud to
en
su
r
e
th
at
stu
d
e
n
t
s ar
e
p
a
yin
g
atten
tion
an
d co
m
p
r
e
h
e
n
s
ion
que
stions
are
c
o
rrectly ans
w
e
r
ed.
“Twe
nty years ago, whe
n
I first started teaching mi
ddle school stude
nt
s, I read aloud a
s
a way to
entertain stude
n
ts and ke
ep t
h
e
m
quiet!
I also
read
aloud
to th
em
to
sh
ow
th
em
th
at I lik
ed
to
read
and
th
at I
kne
w g
o
od
bo
oks
fo
r t
h
em
to rea
d
. N
o
w
I read al
o
u
d
t
o
m
i
ddl
e scho
ol
st
ude
nt
s beca
u
s
e I have
di
scove
r
e
d
what
prim
ary
gra
d
es teache
r
s seem
to
have always known:
being rea
d
to
is an im
porta
nt part
of
readi
ng
devel
opm
ent
(
p
.
1
0
5
)
”
[
13]
.
R
ead-al
o
u
d
s
h
oul
d
n
o
t
be
see
n
as
a
passi
ve
act
i
v
i
t
y
for
st
u
d
ent
s
;
st
u
d
ent
s
sh
o
u
l
d
b
e
activ
e p
a
rticip
an
ts i
n
th
e tex
t
and
t
h
e learn
i
ng
to read
p
r
o
cess.
Mid
d
l
e schoo
l is th
e ti
m
e
wh
en
read
ing
sk
ills start to
catch
up
to
listen
i
ng
sk
ills [13
]
,[2
5
]
.
As
read
i
n
g and listen
i
ng
sk
ills
d
o
no
t
no
rm
al
ly co
nv
erg
e
un
til aroun
d ei
g
h
t
h
g
r
ad
e, it
stan
d
s
to reaso
n
th
at
readi
ng t
o
c
h
i
l
d
re
n i
s
an act
i
v
i
t
y
t
h
at
does
not
h
a
ve a
n
e
xpi
rat
i
on
dat
e
[2
6]
. St
u
d
e
n
t
s
wh
o are
read t
o
are
expose
d t
o
ne
w a
n
d interesti
n
g expe
riences with literatu
re
that they m
a
y not
ha
ve
othe
rwise
had access to if
f
o
r
ced to
r
e
ad
ev
er
yth
i
n
g
indep
e
nd
en
tly [
25]. Th
is is al
so
a ti
m
e
fo
r m
i
d
d
le sch
o
o
l
studen
t
s to ju
st enjo
y th
e
literatu
re [25
]
. Read
-alou
d
fo
r th
is ag
e
gro
u
p
shou
ld
sho
w
th
at read
i
n
g
is no
t j
u
st ab
ou
t
an
sweri
n
g
th
e
q
u
e
stio
n
s
at the end
o
f
th
e
passag
e
or ch
apter; it sh
ou
ld be abo
u
t
showin
g how literatu
re can b
e
enjo
yab
l
e
[2
5]
.
Fo
r m
a
ny
st
u
d
e
n
t
s
,
re
adi
n
g i
n
t
h
e
m
i
ddl
e sc
hoo
l is cen
ter
e
d
on
a tex
t
bo
ok
p
a
ssag
e
an
d fo
llo
w-up
que
st
i
ons
. R
e
a
d
-al
o
u
d
ca
n expa
n
d
st
u
d
ent
s
’ ex
p
o
su
re
t
o
rea
d
ing m
a
terials, eve
n
materials above
their
in
stru
ction
a
l lev
e
l,
b
y
u
tilizin
g
th
eir listen
i
ng
sk
ills.
Wh
en th
e stud
en
ts’
o
n
l
y task is to
listen
to
th
e m
a
terial
bei
n
g rea
d
, n
o
t
wor
r
y
i
ng a
b
out
p
r
on
u
n
ci
at
i
on, t
a
ki
n
g
t
u
r
n
s rea
d
i
n
g, et
c
., com
p
rehe
nsi
on
becom
e
s t
h
e end
result. T
eache
r
s can ta
ke a
d
vantage
of
the
fact that m
a
ny s
t
ude
nts ha
ve a
hi
gher listeni
ng ca
pacity level than
read
i
n
g
lev
e
l by u
tilizin
g
read
-al
o
ud
.
Acco
rd
ing
to
Walth
er
and
Fu
h
l
er [2
8
]
, “All in
all, read-aloud
time i
s
relax
i
ng
, enj
oyab
l
e, edu
catio
n
a
l, and
thou
gh
t prov
o
k
i
ng
–
a tim
e w
h
en
an
au
tho
r
’s wo
rd
s can
fill th
e
classroo
m
an
d th
e min
d
s
o
f
th
e listen
e
rs.
W
h
o
k
nows
th
e lo
ng-term i
m
p
act o
f
tho
s
e
word
s
?
” (p
.
8
)
.
Mo
reo
v
e
r, it is in
teresting
t
o
n
o
t
e wh
at st
u
d
en
ts are
saying abou
t th
eir exp
e
r
i
en
ce
w
ith
read
-
a
l
o
ud
s in
mid
d
l
e
sch
ool
.
Ivey
[
8
]
com
p
i
l
e
d st
ude
nt
re
spo
n
ses
fr
om
a st
udy
s
h
e an
d B
r
oad
d
u
s c
o
m
p
l
e
t
e
d on t
e
acher
read
-
alouds. Som
e
of the res
p
ons
e
s
received from students in
the interm
ediate grade
s
co
ntained thoughts that
m
a
y
m
a
ke t
h
e di
ffe
rence
bet
w
ee
n
want
i
n
g t
o
t
r
y
t
h
i
s
st
rat
e
gy
and m
a
i
n
t
a
i
n
ing m
i
ddl
e l
e
vel
st
at
us qu
o.
St
ude
nt
reactio
n
s
on
ho
w th
e teach
e
r m
a
k
e
s th
e tex
t
m
o
re un
d
e
rstan
d
a
b
l
e in
cl
ud
e: (a)
I lik
e listen
i
ng
,
bu
t it’s
hard to
conce
n
trate
when
I’m
reading. If it’
s a real
ly g
o
o
d
boo
k
an
d
so
m
e
o
n
e
’s read
ing
it ou
t lo
ud
, I lik
e t
o
listen
;
(b)Sh
e
m
a
k
e
s
it so
in
teresting
;
(c)
If it
was m
e
read
in
g I
wou
l
dn’t fin
i
sh
it b
e
cau
s
e I th
oug
h
t
t
h
e
b
e
gin
n
i
ng
was ki
nd
of n
o
t
i
n
t
e
rest
i
ng. B
u
t
si
nce she
’
s been
readi
n
g
it ev
ery d
a
y it’s g
e
ttin
g
m
o
re in
teresting
,
so
[I] lik
e
t
h
at
;
(d
)
Whe
n
ot
he
r
pe
opl
e a
r
e rea
d
i
n
g t
o
m
e
, t
h
ey
can e
xpl
ai
n
i
t
bet
t
e
r
or
s
o
m
e
t
h
i
ng.
An
d t
h
ey
g
o
t
a
bet
t
e
r
accent in saying it and
stuff (p. 812) [8].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Pote
ntial I
m
pact
of Str
u
ct
ure
d
Re
ad-Aloud on
Mi
ddle School Re
ading
... (
J
e
nnifer K
o
hart
Mar
c
hes
s
ault)
19
1
According to
Ivey [8], t
eache
r
s not
only ass
i
st in com
p
rehension,
t
h
ey ca
n also m
a
ke reading m
o
re
attainable and encoura
g
e st
ude
nts to
read on t
h
eir
own. Many middle school
teachers would a
g
ree that
getting student
s
to
pick up
a
book
voluntarily is no ea
sy
task.
Wh
en the teacher can
bri
dge
a c
o
nnection
b
e
tween
stud
en
t and
tex
t
, po
sitiv
e ou
tco
m
es o
ccur. For ex
am
p
l
e: So
meti
m
e
s
my
tea
c
h
e
r
read
s
from b
i
g
b
ook
s with
small writin
g
an
d
m
a
k
e
s it in
terestin
g
.
Sh
e m
a
k
e
s
us wan
t
to read
it. I
wan
t
to
read
i
n
th
is class
when the teacher reads a little part
of t
h
e book. If
it
is
interesting, I want
to
find out about
th
e rest
of t
h
e
book
(
p
.
81
2)
.
Data g
a
rn
ered
fro
m
stu
d
y
in
g
read-alou
d
in th
e m
i
ddle gra
d
es is
not as
prevale
n
t in
com
p
arison t
o
researc
h
in the
ele
m
entary grades. Howeve
r, the res
p
o
n
ses
from
st
udent
s
wi
t
h
i
n
resea
r
c
h
co
nd
uct
e
d s
h
o
u
l
d
encourage teac
hers t
o
em
ploy a techni
que
used
by prim
ary school teachers.
As stude
n
ts ofte
n see the
i
r last
year of
prim
ary school a
s
their la
st year
of re
ad-aloud
[27], too
ofte
n teachers ass
u
me all stude
nts ha
ve
in
stan
tly b
e
come in
d
e
p
e
nd
en
t read
ers.
Fo
l
l
o
s
[24
]
stat
es th
at stud
en
ts
who
lack
ind
e
p
e
nd
en
t read
ing
sk
ills
becom
e
stress
ed
whe
n
t
h
e
read-al
o
ud is ta
ken from
them
because the
rea
d
-aloud may have
bee
n
the one
activ
ity in
wh
ich
th
ey
un
d
e
rst
o
od
t
h
e co
n
t
ent.
Teachers who have em
braced this st
rategy are al
so s
u
pporting t
h
e
growin
g research a
b
out its
effective
n
ess. Richardson [29]
sha
r
es
e
x
pe
riences
from
middle school
and hi
gh school teache
r
s
from
their
ch
ild
hoo
ds and
classro
o
m
: I d
i
d
no
t exp
e
rien
ce th
e jo
y o
f
b
e
ing
read
alo
u
d
to
un
til th
e 1
1
t
h
grad
e. My
English teache
r
brought stor
ies to life.
W
h
en he rea
d
T
h
e Advent
ure
s
of T
o
m
Sawyer to us
, he ga
ve each
ch
aracter a p
e
rso
n
ality b
e
yo
nd
wo
rd
s. His st
yle o
f
read
in
g
an
d
t
h
e fact that h
e
read
aloud
broug
h
t
ex
cite
m
e
n
t
in
to
m
y
life th
at I
h
a
d no
t felt
sin
ce t
h
e fi
rst
g
r
ad
e. It is
no
t
j
u
st wh
at you
read
b
u
t
t
h
e teach
i
ng
strateg
y
th
at is
m
odel
e
d t
h
at
m
a
kes an
i
m
pact
(p
.
3).
If rea
d
-aloud i
s
to bec
o
m
e
com
m
onplace in the m
i
ddle school, all teachers s
h
oul
d understa
nd t
h
e
im
portance
.
“
B
y expa
ndi
ng their rea
d
-alouds
to incl
ud
e
expository,
descriptive,
and poetic text, teachers
in
crease stud
ents’ o
ppo
rt
u
n
ities to
read
in
these areas
and
bu
ild
th
eir kno
wled
g
e
b
a
se” ( p. 1
81) [3
0
]
. A
group
effo
rt is requ
ired
to
supp
ort th
e con
tin
u
e
d
literacy
i
m
p
r
o
v
e
men
t
o
f
second
ary stud
en
ts. Th
e scien
ce teach
er
can scaf
fol
d
di
ffi
cul
t
sect
i
ons
t
h
ro
u
gh rea
d
-
a
l
o
u
d
su
p
p
o
r
t
e
d wi
t
h
cha
r
t
s
,
gra
p
hs, pi
ct
u
r
e
s
,
m
a
ps, et
c.[
3
0]
. A
myriad of tra
d
e books is ava
ilable
to read
aloud in a hist
ory classroo
m
.
Finally,
m
a
th teachers ca
n utilize
books in the “
M
ath Out L
o
ud” se
ries by
Pa
t Mowe
r [31]
; this series
give
s teachers a
n
d
stude
nts the
tools t
o
read abou
t th
e
math
p
r
ob
lem
s
and
talk
t
h
eir
way throug
h the
m
.
Cummins and Stallm
e
y
er-Gerard [
32] rec
o
unt their clas
sroom
experie
n
ces with
rea
d
-al
o
ud as a
su
ppo
rt in th
e
acq
u
i
sition
of i
n
fo
rm
atio
n
a
l tex
t
s. Th
ey repo
rt th
at
wh
en
t
h
e read-alou
d
b
e
g
a
n
,
m
o
st stu
d
e
n
t
s
sat
qui
et
l
y
l
i
s
teni
n
g
, b
u
t
t
h
i
s
chan
ge
d o
v
er t
i
m
e
. St
udent
s bega
n m
a
ki
ng con
n
ect
i
o
ns t
o
t
h
e t
e
xt
, t
e
xt
-t
o-t
e
xt
,
text-to-self and text-to-world. The
indepe
nde
n
t connections
by the stude
nts
m
a
y not have
taken place wit
h
out
th
e scaffo
ld
ing o
f
syn
t
h
e
sizing
info
rm
atio
n
[32
]
. “C
o
n
t
en
t area literacy i
n
stru
ctio
n can
b
e
b
e
n
e
ficial fo
r
all
st
ude
nt
s, i
n
cl
u
d
i
n
g t
h
o
s
e w
h
o st
ru
g
g
l
e
;
do
ne wel
l
,
i
t
pro
v
i
d
es t
h
em
wi
th nee
d
ed
gui
d
a
nce i
n
usi
ng
a br
oa
d
rang
e
o
f
tex
t
s an
d literacy practices” (p
. 5)
[3
3
]
.
Middle sc
hool
teachers
’
c
o
nfidence
in
read-aloud is esse
nt
ial. Albr
i
g
ht and
Ariail [7] administered a
survey of rea
d
-aloud practi
ces in a study of
middle school teachers.
Rese
arch is lim
ited
in the middle school
read-aloud and the
res
p
ons
e
s that
they
received were from
one sc
hool
district,
but the
findings were
prom
ising. A
survey
of
141 m
i
ddle school teachers
fr
om
a school
district in Te
xas
,
85.8%
of te
achers
reporte
d
re
adi
n
g aloud
with their st
ude
n
ts
; this included
all special education an
d
re
ading teache
r
s
[7].
Mo
d
e
ling
,
accessib
ility o
f
te
x
t
an
d
in
creasi
n
g
u
n
d
e
rsta
nd
in
g
were th
e top
th
ree m
o
st freq
u
e
n
t
an
swers g
i
ven
by the
teachers for their bas
i
s of rea
d
-aloud. “
I
rea
d
aloud to m
y
students s
o
st
ude
nts
can conce
n
tra
t
e on
com
p
rehe
nsi
o
n
rat
h
er t
h
a
n
f
o
cu
s on
pr
o
n
u
n
ci
at
i
on” (
p
.
58
5
)
[7]
.
T
h
e
t
op reas
ons
f
o
r n
o
t
rea
d
i
n
g
al
oud
in
clu
d
e
d
:
b
ooks no
t b
e
i
n
g
app
r
op
r
i
ate fo
r th
e co
n
t
en
t and no
t th
ink
i
ng
ab
ou
t r
e
ad-
a
loud
as a
str
a
teg
y
. Th
e
researc
h
ers found t
h
at when
read-al
o
ud was introduced
as a
plausi
ble
tec
hni
que t
h
r
o
ug
h
a cou
r
se, i
n
-s
ervi
ce
or
works
h
op, t
h
e num
b
er of
t
eachers
who incorporated rea
d
-al
o
ud
we
nt
from
57.4% t
o
81.4% [7]. Howeve
r,
a
s
th
e
s
e r
e
s
e
arc
h
e
r
s
p
r
e
s
en
t ac
r
o
s
s
th
e co
untr
y
,
th
e
y
h
a
ve
found that teac
hers
are
ea
ger
to s
h
are
their read-
al
ou
d
pract
i
ces
an
d e
xpe
ri
enc
e
s;
Ari
a
i
l
an
d
Al
b
r
i
g
ht
[
23]
a
r
e
no
w l
o
o
k
i
n
g
f
o
r m
o
re s
u
pp
ort
i
n
g
rat
i
o
nal
e
f
o
r
a
strateg
y
th
ey feel is essen
tial. Th
e
h
o
p
e
an
d
exp
ectation of the
resea
r
che
r
s
is to
prov
id
e ev
id
ence for
adv
o
cat
i
n
g t
h
e
read
-al
o
ud
t
e
c
hni
que
.
1.
5 Is
Re
ad
-Al
o
ud
the
B
e
st
S
o
l
u
ti
on
?
Middle school teachers ca
n c
h
oose
from
tea
c
her-cente
red t
echni
que
s like
lecture to st
udent-ce
ntere
d
tech
n
i
qu
es like Literature Ci
rcles to a m
u
ltitu
d
e
o
f
t
echn
i
q
u
e
s th
at
fall
so
m
e
wh
ere in
b
e
tween
.
Tho
s
e th
at
best
fi
t
t
h
e
nee
d
s
of t
h
e st
ude
nt
an
d t
h
e t
eac
her
nee
d
t
o
be
im
pl
em
ent
e
d. R
ead-al
o
u
d
ha
s b
o
t
h
st
ren
g
t
h
s an
d
weaknesse
s.
W
i
t
h
a tec
hni
que that
has
proven succe
ss
in ele
m
en
tary and
in
terv
en
tion
settin
g
s
, i
n
v
e
st
ig
atin
g
t
h
e st
ren
g
t
h
s
o
f
t
h
i
s
t
echni
qu
e coul
d dee
p
e
n
t
h
e p
o
o
l
of
app
r
op
ri
at
e st
rat
e
gi
es fo
r use
i
n
t
h
e
m
i
ddl
e scho
ol
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
87
–
19
6
19
2
classroom
.
In e
ssence, teache
r
s shou
ld
not limit their teaching
techniques, but
i
n
stead, ha
ve a
va
riety that can
b
e
u
tilized
as t
h
e situ
ation
ari
s
es.
Whe
n
usi
n
g read-al
o
uds, the teacher
becomes th
e m
ode
l for
positive
readi
n
g be
ha
viors and the
bri
dge
f
o
r
scaf
fol
d
i
n
g t
h
e
co
nnect
i
o
n
bet
w
een t
e
xt
a
n
d
read
life [34]. The
teac
her
ca
n als
o
s
u
pport
student
resp
o
n
ses a
nd
gui
de hi
gh
er
-l
evel
t
h
i
n
ki
n
g
.
An
ot
he
r st
re
n
g
t
h o
f
rea
d
-al
o
u
d
i
s
t
h
e e
x
p
o
s
u
re t
o
l
a
n
gua
g
e
a
n
d
literatu
re. Develo
p
i
ng
life-l
o
n
g
learn
e
rs and
lov
e
rs
o
f
read
ing
requ
ires stron
g
ro
le m
o
dels. Th
e st
u
d
e
nts
m
a
y
becom
e
frustrated whe
n
rea
d
ing alon
e
,
but can
open the
m
selves up t
o
en
jo
ying
th
e te
x
t
w
h
en
the
y
a
r
e
rel
i
e
ved
of t
h
e
st
resses. E
n
ga
gem
e
nt
can be
di
ffi
c
u
l
t
w
i
t
h
m
i
ddl
e sch
ool
st
ude
nt
s;
h
o
we
ver
,
w
h
en
rea
d
-al
o
ud
is utilized, they
can e
n
gage
wi
th the te
xt, t
h
e
teacher
a
n
d the
disc
ussion i
n
a
proactive
m
a
nner [6],[34].
The
pote
n
tial weakness
of read-al
o
ud ca
n be see
n
as b
e
i
ng t
o
o t
eac
h
e
r-
di
rected or lacking
t
h
e
release of respo
n
s
i
b
ility to
th
e stu
d
e
n
t
s to
tak
e
own
e
rs
h
i
p
o
f
t
h
e learn
i
ng
. Alth
oug
h studen
t
s m
u
st b
e
activ
ely
enga
ge
d i
n
rea
d
-al
o
u
d
, s
o
m
e
m
a
y
vi
ew i
t
as a passi
ve act
i
v
i
t
y
, wi
t
h
st
ud
ent
s
sim
p
l
y
bei
ng o
n
l
o
o
k
ers
.
Whe
n
done c
o
rrectly, the teacher a
n
d the st
ude
nts
are both
active
l
y involve
d —
the t
eacher ac
tively reading
and
gui
di
n
g
q
u
est
i
ons a
n
d t
h
e
st
ude
nt
s act
i
v
el
y
l
i
s
t
e
ni
ng, pr
ocessi
ng t
h
e
i
n
fo
rm
at
i
on and t
a
ki
n
g
pa
rt
i
n
d
i
scu
ssi
on
.
While o
n
e
canno
t
say th
at read-alo
ud
is th
e
b
e
st
tech
n
i
qu
e
for daily in
stru
ctio
n, sim
p
ly d
i
s
m
is
sing
read-aloud as a
n
elem
entary t
echni
que
i
s
bei
n
g
sh
o
r
t
-
si
g
h
t
e
d.
2.
R
E
SEARC
H M
ETHOD
Th
e propo
sed
o
f
th
e curren
t
in
v
e
stig
ation
was to
st
udy the im
pact of read-a
l
o
ud approache
s
with
m
i
ddl
e sch
ool
l
e
vel
st
ude
nt
s
.
Speci
fi
cal
l
y
, t
h
i
s
i
nve
st
ga
t
i
on com
p
are
d
t
h
e res
u
l
t
s
of
t
w
o sc
ho
ol
s,
m
o
re
sp
ecifically, fou
r
six
t
h
grad
e
classes, and
the u
tilizati
o
n
an
d
no
nu
tilizatio
n
of stru
ct
u
r
ed read
-al
o
ud
and
th
e
resu
lts of b
o
t
h
p
r
actices. Wh
ile
on
e do
es no
t
u
tilize
th
is
tech
n
i
q
u
e
at all, as m
a
n
y
m
i
d
d
l
e schoo
ls
d
o
not, the
o
t
h
e
r m
i
d
d
l
e sch
o
o
l
will fu
ll
y i
m
p
l
e
m
en
t th
is tech
n
i
q
u
e
as a p
a
rt of t
h
e reg
u
l
ar cu
rricu
l
u
m
. At th
e end
o
f
t
h
e
academ
ic year, the
Dia
g
nost
ic On
line Rea
d
ing
Assessm
ent (DORA)
w
ill doc
um
ent how the
two sc
hools
p
e
rform
e
d
in
term
s o
f
vo
cabu
lary and
readin
g
co
m
p
reh
e
nsio
n
growth, sk
ills d
o
c
u
m
en
ted
as im
p
acted
b
y
read-alou
d
[4
],[7
],[8
],[29
]
. Th
e
read
i
n
g assessm
en
t will p
r
ov
id
e b
a
seli
ne and
fin
a
l
d
a
ta fo
r
stud
en
ts
in
bo
t
h
schools. The results from
the
Oral Vocabul
ary and Re
a
d
ing Com
p
rehe
nsi
on subtests for each stude
nt will be
com
p
ared
for a
n
alysis of
grow
t
h
i
n
t
h
e
area
s o
f
voca
b
ul
ar
y
and
rea
d
i
n
g c
o
m
p
rehe
nsi
o
n.
2.
1 P
a
rti
c
i
p
an
ts
The
gr
o
ups
st
u
d
i
e
d
were
st
u
d
e
nt
s i
n
“M
i
ddl
e Sch
o
o
l
X,
” g
r
ade
si
x,
t
h
e c
ont
rol
gr
o
up;
a
n
d
“M
i
ddl
e
Scho
o
l
Y
,
” gr
ad
e six
,
t
h
e exper
i
m
e
n
t
al g
r
o
u
p
.
Each
gr
oup
w
a
s fo
r
m
ed
f
r
om tw
o
classr
oom
s
o
f
stud
en
ts. Th
e
po
p
u
l
a
t
i
ons
of
t
h
e scho
ol
s r
a
nge
bet
w
ee
n
30
0
-
5
0
0
st
ude
nt
s per y
ear a
nd a
r
e b
o
t
h
w
i
t
h
i
n
t
h
e sam
e
scho
ol
d
i
v
i
sion
t
h
at
has an ov
er
all de
m
o
g
r
aph
i
c break
dow
n of
63:3
1
Af
r
i
can
Amer
ican
to
W
h
ite, w
ith
40
%
b
e
ing
eco
no
m
i
call
y
d
i
sadv
an
tag
e
d
.
Th
e
resu
ltin
g sam
p
le in
clu
d
ed
n
=
7
0
studen
t
s in th
e contr
o
l
g
r
ou
p and
n
= 90
stu
d
e
n
t
in th
e t
r
eatm
e
n
t
g
r
oup.
2.
2 In
stru
men
ta
ti
on
Th
e u
s
e
o
f
literatu
re and
sho
r
t p
a
ssag
e
s align
e
d
well with
th
e b
a
selin
e and
fin
a
l assessm
en
t, DORA.
Th
e DORA assesses
co
m
p
rehen
s
ion
with
t
h
e u
s
ag
e
of sh
ort
p
a
ssag
e
s; t
h
erefor
e, t
h
e sk
ills taug
h
t
du
ri
n
g
read
-
al
ou
d i
n
cl
u
d
e
d
st
rat
e
gi
es t
h
e
st
ude
nt
s co
ul
d cal
l
-
u
p
on
d
u
ri
ng
vari
ou
s com
p
rehe
nsi
o
n
assessm
ent
s
. M
o
re
in
fo
rm
atio
n
on th
e
DOR
A assessm
en
t to
o
l
is av
ailab
l
e at
www.letsgo
learn.co
m
.
2.
3 Pr
oced
ure
s
Prior to
th
e
beg
i
nn
ing
of the form
al resea
r
ch
st
udy
p
e
ri
od
, t
h
e re
sear
cher
pr
o
v
i
d
e
d
pr
ofe
ssi
o
n
al
devel
opm
ent for the teachers in
the treat
m
e
nt group, first as an intr
oduction to the study, in August, and at
t
w
o ot
he
r
t
i
m
es
coi
n
ci
di
n
g
wi
t
h
t
h
e be
gi
n
n
i
n
g of
t
h
e ni
ne
-w
eek peri
ods:
O
c
t
obe
r
a
n
d
Fe
b
r
ua
ry
.
Tim
e
spent on read-aloud
was to av
e
r
age
at least three days pe
r we
e
k
fo
r 1
5
to
2
0
m
i
nute tim
e
p
e
ri
o
d
s
.
Alth
ou
gh
treatm
e
n
t
d
i
ffered
in deliv
ery b
y
te
ach
e
r, th
e
strateg
y
rem
a
in
ed
th
e sam
e
, read-alou
d
.
D
u
r
i
ng
th
e r
e
ad
-
a
l
o
ud
, teach
e
r
s
stop
, ask gu
id
ing
and
h
i
gh
er-
o
rd
er
t
h
ink
i
ng
q
u
e
sti
o
n
s
of
th
e stud
en
ts t
o
gauge a
nd assi
st com
p
rehensi
o
n. Duri
ng t
h
e
s
e “stops
,”
teachers
give st
udents an e
x
am
ple of
how to
us
e the
text to search for c
o
m
p
rehe
nsion ans
w
ers
.
This al
so gi
ves the teache
r
a chance to address unfa
miliar
voca
b
ul
ary
a
n
d s
h
o
w
h
o
w
a
go
o
d
re
ade
r
fi
nds
t
h
e m
eani
n
g
d
u
ri
ng
rea
d
i
ng.
As
t
h
e
st
u
d
ent
s
bec
o
m
e
fam
i
l
i
a
r
with
th
e p
a
ttern
s, it
u
s
u
a
lly beco
m
e
s a strateg
y
th
ey
ca
n e
m
pl
oy
duri
n
g
si
l
e
nt
readi
n
g
,
cont
e
n
t
rea
d
i
n
g a
n
d
testin
g
situ
ation
s
.
Fidelity ch
eck
s
were con
d
u
c
ted
for all classroo
m
s
o
n
a week
ly b
a
sis.
The
D
O
R
A
t
e
s
t
was
adm
i
ni
stered
t
o
t
h
e
co
n
t
rol
a
n
d
e
xpe
ri
m
e
nt
al
gr
ou
ps
i
n
Se
pt
em
ber a
n
d
O
c
t
o
ber
an
d
April. Th
e b
a
selin
e d
a
ta
was co
llected
d
u
ring
th
e fi
rst
ni
ne-
w
ee
k pe
r
i
od;
t
h
e fi
nal
d
a
t
a
was col
l
ect
ed at
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
ISS
N
:
2252-8822
The
Pote
ntial I
m
pact
of Str
u
ct
ure
d
Re
ad-Aloud on
Mi
ddle School Re
ading
... (
J
e
nnifer K
o
hart
Mar
c
hes
s
ault)
19
3
t
h
e en
d o
f
t
h
e t
h
i
r
d
ni
ne
-
w
eek
peri
od
.
The dat
a
that
was collected was t
h
e DO
RA
raw
scor
es fo
r
com
p
rehe
nsi
o
n
an
d
voca
b
ul
ar
y
po
rt
i
o
ns
of
t
h
e assessm
ent
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
For
p
u
r
p
oses o
f
t
h
i
s
st
u
d
y
,
t
h
e onl
y
dem
ogr
aphi
cal
dat
a
a
n
al
y
zed was ge
nde
r.
W
i
t
h
i
n
t
h
e co
nst
r
uct
s
of i
n
st
r
u
ct
i
o
n
,
gen
d
e
r
wa
s t
h
e
on
e area i
n
w
h
i
c
h a
n
al
y
s
i
s
was
per
f
o
r
m
e
d t
o
n
o
t
e
a
n
y
t
r
e
nds
. Ta
bl
e 1
p
r
ovi
des
a sum
m
ary
of
gen
d
e
r
t
h
ro
u
g
h
out
t
h
e st
u
d
y
.
The c
ont
rol
gr
ou
p i
n
cl
u
d
ed
n
= 4
1
m
a
l
e
s and
n =
29
fem
a
les;
t
h
e
t
r
eatm
e
nt
gro
u
p
i
n
cl
u
d
e
d
n
= 52 m
a
l
e
s and n =
38
fem
a
l
e
s. R
e
l
i
a
bi
l
i
t
y
anal
y
s
es fo
r b
o
t
h
s
u
bt
est
s
wer
e
analyzed through C
r
onbach’s
Alpha.
Cronba
ch’s
Alpha indicated accepta
ble
reliability of each subtest results
of
a =
.9
7
6
fo
r
com
p
rehe
nsi
o
n, a
n
d a =
.
9
7
1
f
o
r
v
o
cab
ul
ary
dat
a
.
3.
1 Repe
ate
d
Mea
s
ured
Fac
t
ori
a
l
A
N
O
V
A
Based
o
n
t
h
e resu
lts o
f
the ten
a
b
ility o
f
assu
m
p
tio
n
t
e
sts, it was
determin
ed
th
at
a Rep
eated
M
easures
Fac
t
ori
a
l
A
N
O
V
A
wa
s t
h
e
m
o
st
appr
op
ri
ate analysis for a
d
dres
sing researc
h
questions.
Mu
ltiv
ar
iate an
alysis in
d
i
cat
es ov
er
all sign
if
ican
t d
i
f
f
e
r
e
nces w
e
r
e
fo
und acr
o
s
s th
e two g
r
ou
p
s
, F=
1
0
.0
54
,
p
<.001
(Hotelling’s Trace). This indicat
es that the interve
n
tion
did
have
a significant
i
m
pact on both the
voca
b
ul
ary
a
n
d c
o
m
p
rehe
nsi
o
n
assessm
ent
score
s
ove
ral
l
,
fo
r t
h
e st
ude
n
t
s i
n
t
h
e
t
r
eat
m
e
nt
gr
o
u
p
rel
a
t
i
v
e t
o
the
control group.
Gende
r
was as
sessed in t
h
e
m
u
ltivariate analysis an
d w
a
s
f
oun
d no
t to be sign
if
ican
t.
N
o
tew
o
r
t
h
y
,
h
o
wev
e
r, is th
at alth
ou
gh
n
o
t
sign
ifican
tly d
i
ffere
nt, the ave
r
age mean cha
n
ge in com
p
rehension a
nd
voca
b
ul
ary
sc
ores
acr
oss t
h
e t
w
o
g
r
oups
reveals
the i
m
pact of the
tr
eatm
e
nt
t
h
at
was
dem
onst
r
at
i
v
el
y
diffe
re
nt fo
r m
a
les relative to fem
a
les. Specifically
,
gai
n
s were g
r
eat
er f
o
r t
h
e m
a
l
e
s on com
p
rehe
nsi
on i
n
t
h
e t
r
eat
m
e
nt
gro
u
p
, a
n
d f
o
r t
h
e
fem
a
l
e
s on
voca
b
ul
ary
i
n
t
h
e t
r
eat
m
e
nt
gr
ou
p,
as i
ndi
cat
ed i
n
Ta
bl
e 1
.
Tabl
e 1.
Averag
e Mean
Chang
e
o
n
DO
RA C
o
mp
reh
e
n
s
ion
a
n
d
Vo
cab
u
l
a
r
y S
c
o
r
es
The test of be
tween-subjects
effects m
easu
r
es th
e im
pact of the interve
n
tion
for each assessm
ent
i
nde
pen
d
e
n
t
l
y
. Voca
b
u
l
a
ry
and c
o
m
p
rehe
n
s
i
on a
n
al
y
s
i
s
reveal no significant in
teractio
n
acro
ss t
h
e two
gr
o
ups
or
ge
n
d
ers
,
o
r
f
o
r t
h
e
m
a
i
n
effect
fo
r v
o
ca
bul
a
r
y. Howe
ve
r, there is sign
ifican
t m
a
in
effect with
com
p
rehe
nsi
o
n
(F = 7
.
4
9
6
,
p = .
0
0
7
)
,
wi
t
h
t
h
e m
a
l
e
stude
nt
s i
n
t
h
e
t
r
eatm
e
nt
gro
u
p
dem
onst
r
at
i
ng t
h
e
g
r
eatest
g
a
in
s in
co
m
p
reh
e
n
s
io
n acro
s
s th
e
data co
llectio
n
period
s.
Th
is is
illu
strated
in Fi
g
u
re
1
.
Fi
gu
re 1.
Estimated Means
of Com
p
re
hensi
o
n Cha
n
ge
4.
CO
NCL
USI
O
N
Th
e cu
rren
t inv
e
stig
ation
indicates th
at read-alou
d
s
, as a read
ing
in
terv
en
tio
n, m
a
y h
a
ve an
im
p
act
on st
ude
nt
gai
n
s i
n
voca
b
ul
ary
and m
o
st
si
gni
fi
ca
nt
l
y
i
n
com
p
rehen
s
i
o
n, as m
easure
d
by
t
h
e
Di
ag
nost
i
c
Gender
Contr
o
l
T
r
eat
m
e
nt
Co
m
p
rehension
M
a
les
1.
15
1.
68
Fem
a
les
1.
45
1.
28
Vocabular
y M
a
les
1.
15
1.
60
Fem
a
les
1.
25
1.
90
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
87
–
19
6
19
4
On
lin
e Read
ing
Assessm
en
t. Ad
d
ition
a
lly, th
ese
g
a
in
s
were fou
n
d
to be g
r
eatest
for t
r
eatm
e
n
t
g
r
oup
m
a
le
st
ude
nt
s
on
co
m
p
rehensi
o
n a
n
d
f
o
r
t
r
eat
m
e
nt
g
r
ou
p
fem
a
les o
n
v
o
cab
ul
a
r
y
.
While t
h
is res
earch prese
n
ts
pr
om
i
s
i
ng re
s
u
l
t
s
f
o
r
t
h
e i
m
pl
em
ent
a
t
i
on o
f
rea
d
-al
o
ud
o
n
st
ude
nt
achi
e
vem
e
nt
, t
h
ere i
s
a
l
i
m
i
tat
i
on t
o
be
n
o
t
ed. St
ude
nt
s
were
n
o
t
ra
n
dom
l
y
assi
gne
d t
o
t
h
e c
ont
r
o
l
an
d
treatm
e
nt groups; their m
e
m
b
ershi
p
wa
s
det
e
rm
ined by the
i
r classroom
assi
g
n
m
en
t.
While th
is do
es
p
r
esen
t
an
in
tern
al v
a
lid
ity li
mita
tio
n
to
th
ese find
ing
s
, th
e ex
te
rn
al v
a
lid
ity (g
eneralizab
ility) o
f
th
is in
v
e
stig
atio
n
is
max
i
m
i
zed
in
t
h
at th
e stu
d
y
was cond
u
c
ted in
real cla
ssroo
m
s
with
real
six
g
r
ad
e stud
en
ts. Add
ition
a
lly, th
e
dat
a
pr
o
v
i
d
es a
snaps
h
ot
o
f
a ful
l
sch
o
o
l
y
ear o
f
st
u
d
ent
s
’ p
o
t
e
nt
i
a
l
gai
n
s
.
Seve
nt
y
-
o
n
e c
ont
rol
g
r
ou
p st
ude
nt
s
and
90
ex
pe
ri
m
e
nt
al
gr
ou
p
s
t
ude
nt
s t
o
o
k
b
o
t
h
t
h
e
p
r
e a
n
d
po
st
t
e
st
.
Wh
i
l
e
a l
a
rge
sam
p
l
e
i
s
al
way
s
desi
re
d,
th
is sa
m
p
le siz
e
p
r
o
v
i
d
e
d
su
fficien
t
p
opu
latio
n
fo
r
t
h
e analyses b
e
in
g
co
ndu
cted
, and
p
o
s
itiv
e trend
s
were
reveale
d
.
The
dat
a
acr
os
s b
o
t
h
gr
o
u
p
s
sho
w
e
d
t
h
at
st
ude
nt
s
had
i
m
pr
o
v
ed i
n
voca
bul
a
r
y
an
d c
o
m
p
rehensi
o
n;
th
is was
p
o
sitiv
e d
a
ta t
h
at also
supp
orted
th
e resear
ch
hyp
o
t
h
e
sis.
Th
e
co
n
t
ro
l g
r
o
up
d
i
d
h
a
v
e
g
a
i
n
s
in
com
p
rehe
nsi
o
n
and
voca
b
ul
ary
.
O
n
ave
r
ag
e, t
h
e b
o
y
s
ga
i
n
ed t
h
e e
qui
v
a
l
e
nt
of a g
r
a
d
e l
e
vel
and t
h
e gi
rl
s
gai
n
e
d
t
h
e e
q
u
i
val
e
nt
o
f
a
gr
ade l
e
vel
pl
us
a few m
ont
h
s
.
The e
xpe
ri
m
e
nt
al
gr
o
up
b
o
y
s
avera
g
e
d
ov
er 1
.
5
year
s o
f
g
r
ow
th
in
co
m
p
r
e
h
e
n
s
ion
and
th
e
g
i
r
l
s av
er
ag
ed
1
.
2
5
years. Vocab
u
l
ar
y f
o
r
the ex
p
e
r
i
m
e
n
t
al
g
r
oup
dem
onst
r
at
ed s
i
gni
fi
ca
nt
gai
n
s of
ove
r 1.
5 y
ears f
o
r t
h
e
bo
y
s
and nea
r
l
y
t
w
o y
ears
fo
r t
h
e gi
rl
s
.
As m
a
ny
o
f
th
e stu
d
e
n
t
s were n
o
t
at g
r
ade lev
e
l wh
en
t
h
e year b
e
gan, th
ese resu
lts sp
eak
to
th
e
p
o
ten
tial b
e
n
e
fit o
f
th
e
read
-al
o
ud
s i
n
m
ovi
ng st
ude
n
t
s cl
oser
t
o
gra
d
e a
p
p
r
op
ri
at
e
l
e
vel
s
.
W
i
t
h
in
th
e t
r
eat
m
en
t g
r
oup
,
sp
ecifically th
e b
o
y
s,
no
t
a
bl
e gai
n
s
were a
l
so di
sc
ove
re
d.
As t
h
i
s
wa
s
not
a f
o
c
u
s
o
f
t
h
e
researc
h
hy
pot
hesi
s, t
h
i
s
was a
n
i
n
f
o
rm
ativ
e resu
lt of t
h
e
p
o
t
en
tial imp
act
o
f
t
h
e
read
-al
o
ud
i
n
t
e
rve
n
t
i
o
n. T
h
i
s
i
s
not
t
o
di
s
c
ou
nt
t
h
e gai
n
s
m
a
de by
t
h
e g
i
rl
s i
n
t
h
e t
r
eat
m
e
nt
gro
u
p
, b
u
t
t
o
l
ook
back
at
t
h
e
ch
arts d
e
p
i
cting
th
e g
a
in
s the b
o
y
s m
a
d
e
f
r
o
m
th
e p
r
etest to
p
o
s
ttest was reward
ing
.
Th
e resu
lts from th
e
assessm
en
ts al
so
p
r
o
v
i
d
e
d an
add
ition
a
l lin
k
b
e
twee
n
t
h
e q
u
a
n
titativ
e an
d
qu
alitativ
e d
a
ta wh
ere the b
o
y
s
were esp
eciall
y
in
vo
lv
ed
and
en
g
a
g
e
d
i
n
th
e activ
ities
d
u
ring
read-al
o
ud
tim
e. Acco
rd
ing
l
y, th
ei
r resu
lt
s
confirm
e
d that
they we
re
pres
ervi
ng the i
n
f
o
rm
ati
on a
n
d
st
r
a
t
e
gi
es f
r
om
t
h
e l
e
sso
ns.
Mo
re t
h
an 55
p
e
rcen
t
o
f
d
r
op
ou
ts are
b
o
y
s, wh
o
ar
e m
o
re lik
ely to
h
a
v
e
p
oor read
ing
sk
ills an
d are
m
o
re lik
ely to
b
eco
m
e
u
n
d
e
rem
p
lo
yed
o
r
une
m
p
lo
yed
.
C
o
n
v
e
rsely, si
n
c
e read
ing
ab
ility
is a m
a
j
o
r
p
r
ed
icto
r
of
academ
ic achievem
e
nt, bet
t
er rea
d
ers
are
far less
likel
y to
drop out
of s
c
hool a
n
d cons
eque
ntly ha
ve
m
o
re
career a
nd life
options
. Rese
arch i
ndicates
that adolesce
nt
boy
s a
r
e o
f
t
e
n u
n
m
o
t
i
v
at
ed
to rea
d
beca
use they
see read
ing
in
co
nflict with
t
h
eir sen
s
e
o
f
mascu
lin
ity;
so
read
i
n
g in
terven
tio
ns in
tend
ed
to
m
o
tiv
ate n
eed to
address
the
unique
adolesce
nt
m
a
l
e
expe
ri
en
ce [
35]
.
Ot
he
r re
searc
h
o
n
ho
w t
o
bes
t
m
o
t
i
v
at
e m
i
ddl
e sc
ho
ol
boy
s t
o
rea
d
a
d
d
r
e
ss b
o
y
s
’
b
o
o
k
cl
ubs
w
h
i
c
h
i
n
cl
ude
s
rea
d
-a
l
o
u
d
pract
i
ces [3
5]
. Ho
we
ver
,
l
i
nki
n
g
rea
d
-
a
l
o
ud
t
o
m
o
tiv
atin
g m
i
d
d
l
e schoo
l bo
ys t
o
r
e
ad is a
t
opi
c t
h
at
nee
d
s f
u
rt
her e
x
pl
o
r
at
i
o
n
.
Read-aloud is a technique tha
t
ha
s been s
h
own to
be succe
ssful in
elem
entary school [36]. So m
u
ch
so
th
at it h
a
s b
eco
m
e
a b
e
st-practice to
ol th
rou
gho
u
t
t
h
e prim
ary g
r
ad
esan
d
i
n
early-learn
i
n
g
literacy
arenas
[
36]
,
[
3
7
]
.
St
eadi
l
y
, research i
s
be
gi
n
n
i
ng t
o
su
p
p
o
r
t
t
h
e cont
i
n
ue
d i
m
pl
em
ent
a
t
i
on i
n
t
o
m
i
ddl
e scho
ol
.
Mid
d
l
e scho
o
l
stu
d
e
n
t
s h
a
v
e
d
i
ffering
n
e
eds an
d
attitu
d
e
s th
an
th
eir youn
g
e
r coun
terp
arts, bu
t a su
ccessfu
l
technique cros
ses all age line
s
[38],[
39]
. T
h
e curre
nt
i
nves
t
i
g
at
i
on dem
o
n
s
t
r
at
es t
h
e pot
e
n
t
i
a
l
im
pact of
read-
alo
u
d
techn
i
ques with
st
u
d
e
n
t
s in
m
i
d
d
l
e sch
o
o
l
, an
d m
o
st
n
o
t
ab
ly a po
sitiv
e i
m
p
act with
m
a
le stu
d
e
n
t
s. As
suc
h
, rea
d
-al
o
ud t
e
c
h
ni
q
u
es
can b
e
a p
o
t
e
nt
i
a
l
sol
u
t
i
o
n
fo
r any
a
g
e
gr
ou
p
of
st
u
d
ent
s
nee
d
i
n
g ad
di
t
i
onal
in
terv
en
tion
s
i
n
literacy [39
]
.
No on
e will
d
i
sagree
with wan
ting
all
stu
d
e
n
t
s t
o
b
e
su
ccessfu
l
,
so
teach
e
rs in
p
r
im
ary an
d
seco
nda
ry
sch
ool
s m
u
st
im
pl
em
ent
a
tech
n
i
qu
e th
at supp
or
ts vo
cabu
lar
y
and
co
m
p
reh
e
nsion
acquisitio
n
.
“One l
a
st
t
h
o
u
ght
a
b
out
re
ad
i
ng al
ou
d:
i
t
can’t
be h
u
rri
e
d
.
As t
h
e
w
o
rl
d s
p
i
n
s
fast
er
and c
o
m
m
uni
cat
i
o
n
sh
ri
n
k
s
to
th
e size o
f
Twitter,
we n
e
ed
to
m
a
k
e
roo
m
fo
r the so
un
d
o
f
a vo
ice read
i
n
g
a
sto
r
y: d
e
tails creatin
g
anot
her place; the
well-pace
d
unfolding
of plot; the bl
ossoming of c
h
arac
ter;
the luxury
of la
ngua
ge.
T
hus
is
cul
t
u
re
pas
s
ed
on
, t
h
r
o
u
g
h
st
o
r
i
e
s s
h
are
d
, l
a
n
gua
ge
sp
o
k
en
and
hea
r
d” (
p
.
73
)
[4
0]
.
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NC
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J
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BIOGRAP
HI
ES OF
AUTH
ORS
Dr. Jennifer K
Marchessault
ac
quir
e
d her
Ed.D. from Youngstown State
University
in
Educational Leadership in
2012
. She
is curr
ently
a member of
the facu
lty
in
the School of
Education at Gr
and Can
y
on Univer
si
ty
.
He
r prima
ry
t
e
a
c
h
i
ng foc
u
s
is in graduate-
l
evel courses
on read
ing
acqu
i
sition, dev
e
lop
m
ental
learn
i
ng
a
nd rea
d
ing a
sse
ssme
n
t.
Dr.
M
a
rc
he
ssa
ult ha
s
parti
c
ipa
t
ed as
a pres
ent
e
r for
various
loc
a
l an
d s
t
ate r
eading
conferen
ces
as
well as
for th
e
Interna
tiona
l R
e
ading Associa
tio
n.
Karen Lar
w
in
, PhD.
acquir
e
d her Ph.D. f
r
om Kent State University
in Evalu
a
tion
,
Measurement, and
Statisti
cs in
2007. She
currently
serv
es as a
professor at Yo
ungstown State
Univers
i
t
y
. Dr.
Larwin has
par
t
i
c
ipa
t
ed as
th
e ev
alua
tor on m
u
lti
ple fed
e
ral
and s
t
at
e-wide gran
t
supported projec
ts over the past decad
e. Her prim
ar
y
te
aching f
o
cus is in the area of research
methods, quantitativ
e methods, eval
uation, and
measuremen
t.
She is curr
ently the Lead Ch
air
for the Am
erican Evaluat
i
on As
sociation
’
s Quan
titative Methods:
Theor
y
and
Des
i
gn TIG.
Evaluation Warning : The document was created with Spire.PDF for Python.