And Then They Talked Back and Took Over: One Teacher’s Journey Towards Creating a Meaningful Read Aloud Practice
Date of Award
Master of Science in Education (MSEd)
Mollie Welsh Kruger
Read alouds are an important component of a balanced literacy curriculum, namely because of the opportunities they present for students to practice comprehension strategies such as making text to self connections, as well as finessing their speaking and listening skills while other students are voicing those connections. Despite this, read alouds were not occurring within my classroom. For this site based inquiry research, I delved into how I, as the teacher, could establish an effective read aloud practice within a busy classroom. I explored the teacher moves during read alouds, and monitored the students’ responses to gage how they were interacting with the text. I categorized the students’ responses according to levels of engagement, and used that data to consider how to make those interactions more purposeful. Classroom teachers of other grades were also surveyed in order to gain data about the various ways they incorporate read alouds into their routine, and their responses were intended to inspire my own practice. My goal in conducting this research was to discover the how behind establishing a read aloud curriculum, starting with such practical adjustments as making the time in our schedule, and then moving on to discovering the most potent teacher moves that would create a high level of engagement from behalf of the students.
Greenberger, A. (2018). And Then They Talked Back and Took Over: One Teacher’s Journey Towards Creating a Meaningful Read Aloud Practice. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/213
General Education and Reading and Literacy