In my endeavor to investigate the implications of the read-aloud, I specifically looked for in the implications of read-alouds on English Language Learners (ELLs). As a teacher of predominately ELLs, all of which speak Spanish as their native language, I continue to see these students struggle with English language proficiency. Most of my students demonstrate adequate oral fluency, however it often masks their lack of ability when it comes to reading fluency, vocabulary, and comprehension. These students read slowly, inaccurately, and without expression. They do not recognize or understand much of the academic vocabulary used in print sources, and as a result are too overwhelmed to employ strategies and skills for comprehending what they are reading. Often these students are highly motivated to learn but have minimal opportunity outside of the academic setting to become more proficient in English.
The most heavily researched component of read alouds, in my opinion, are their effects on motivation. Of the studies I’ve read, almost all spend time discussing the influence of the read aloud on students’ motivation to read. A study by Fisher, Flood, Lapp, and Frey (2004) reports that Hoffman, Roser, and Battle (1993) say, “Teachers conduct read alouds to motivate their students to read and to build their topical knowledge about a specific subject.” For example, listening to higher level interesting texts on sites like We Give Books or listening to texts read aloud like The Graveyard Book, provide motivation as well as exposure and use of new vocabulary and practice with listening comprehension, which is essential to students‘ literacy development. Fisher, Flood, Lapp, and Frey (2004) continue to say, “Read-aloud texts, which are typically more difficult for children than their independent reading texts, are often followed by a brief discussion of the events and themes.” This leads to the discussion on the structure of an effective read aloud.
In the study by Fisher, Flood, Lapp and Frey (2004), the following structure for an effective read aloud is suggested: 1) the text should be appropriate for students, 2) the text should be reviewed by the teacher prior to the read aloud, 3) the purpose for the text should be communicated, 4) the text should be read fluently by the teacher, 5) the text should be read with expression, 6) the teacher should stop reading and engage the students in a discussion at various points throughout the text, and 7) the students should make connections. These components and procedures are what makes an effective read-aloud for ELLs and other students.
In the article Maximizing the Effectiveness of Reading Aloud, authors Lane and Wright (2007) suggest three different structures for an effective read aloud: dialogic reading, text talk, and print referencing. After reviewing each, the structure suggested by Fisher, Flood, Lapp, and Frey appears to be a combination of all three.
After investigating read-alouds and their implications on my ELLs , I have discovered that read-alouds may lead to increased motivation, fluency, vocabulary, and comprehension for ELLs. As a result, I will continue to use read-alouds in my class with my ELLs, applying the suggestions from research and reflecting on my teaching to facilitate the academic growth of my students.
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