This report delineates a three-part investigation into first graders' preferences, selection rationales, and processes when choosing a picture book to own. One-hundred ninety first graders were invited to select their favorite book from among nine high-quality, well-illustrated picture books representing a variety of topics, media, and genres. In addition, 122 students were also interviewed about their selections and how they made their choices. An overwhelming majority of first graders preferred informational books, especially animal books. The finding contradicts much previous research indicating that young readers, particularly girls, favor narrative text. The selection rationales of these students focused on topic or perceived content but were not particularly sophisticated. The selection processes data indicate gender differences, especially related to social aspects of recreational reading and perceived reading ability. The study extends the ongoing professional dialogue related to text preferences for independent, recreational reading and challenges educators to better understand how even very young readers may develop as readers in the postmodern information age.
This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above-grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.
Despite the need to use and develop their English‐language proficiency, English‐language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students.
The Response Protocol is a framework consisting of six types of responses that students might make to teacher queries. These response options range from providing accurate information in standard English to saying nothing at all. The tendency for students to disengage from teacher‐initiated interactions can be offset by more skillful management of conversation and instruction. The Response Protocol provides follow‐up prompts teachers can use to elicit, elaborate, and extend questions and answers. Each response category is described and illustrated with authentic classroom examples. The article also includes a list of general language development guidelines that serve to improve classroom talk and support the social, emotional, language, and academic growth of English‐language learners.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.