Promoting the Lifetime Reading Habit in Middle School Students

Sanacore, Joseph

doi:10.1080/00098650009600937

Cited by 25 publications

(17 citation statements)

References 2 publications

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“…A teacher reading aloud to a class of students is a common sight in primary-and intermediate-grade classrooms, but is this the case in middle school classrooms? Many educators and scholars promote reading aloud to older students (e.g., Richardson, 2000;Sanacore, 2000), and middle school students, in particular, have told us that they enjoy and value teacher read-alouds (Albright, 2002;Ivey & Broaddus, 2001). However, we have very little data that describe the extent and nature of read-aloud practices in middle schools.…”

mentioning

confidence: 97%

Tapping the Potential of Teacher Read-Alouds in Middle Schools

Albright

Ariail

2005

Journal of Adolescent &Amp; Adult Literacy

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Many educators recommend reading aloud to students, but little is known about the nature of teacher read‐aloud practices beyond elementary school. This article describes a survey of 141 middle school teachers in one U.S. school district. Eighty‐six percent of the teachers reported reading aloud to their students; however, teachers defined reading aloud in a variety of ways, including reading announcements and instructions. Many of the reasons teachers gave for reading aloud (e.g., modeling, making texts accessible, supporting comprehension, reinforcing content) were supported by research. The preponderance of reasons indicated an emphasis on efferent purposes for reading, which emphasize learning information from text. Teachers most often read aloud chapter books and textbooks; few mentioned nonfiction books, picture books, newspapers, or magazines. The most common reason teachers gave for not reading aloud was that it was inappropriate for their subject area, and several indicated that they never thought about reading aloud. The authors suggest an increased emphasis on helping teachers become aware of the multiple benefits and purposes of reading aloud and offer practical suggestions for finding texts and implementing read‐alouds in all subject areas.

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mentioning

confidence: 97%

Tapping the Potential of Teacher Read-Alouds in Middle Schools

Albright

Ariail

2005

Journal of Adolescent &Amp; Adult Literacy

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“…Parents would therefore benefit from workshops that demonstrate genuine respect for the literacy-oriented activities they are promoting at home. With this foundation established, workshop leaders can extend home contributions to the school setting (Sanacore, 2000). Parents also need opportunities to become resources for children other than their own and to share related insights and experiences with other parents (Cairney & Munsie, 1992a, 1992bSanacore, 1999;Swick, Grafwallner, Cockey, & Barton, 1998).…”

Section: Advocating For Minority Children's Literacy Learningmentioning

confidence: 97%

Promoting Effective Literacy Learning in Minority Students by Focusing on Teacher Workshops and Reflective Practice: A Comprehensive Project Supported by the Annenberg Foundation

Sanacore¹

2000

Reading Psychology

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“…While many teachers perceive teacher read aloud as valuable and meaningful to students (Albright & Ariail, 2005), and educators and researchers alike promote the value of teacher read aloud (Richardson, 2000;Sanacore, 2000), many unanswered questions remain about how students connect with and derive meaning from texts during teacher read aloud. Rosenblatt (1978) further explained:…”

Section: Transactional Theory Of Readingmentioning

confidence: 98%

“…As a result, we wondered if students who were less engaged with reading in general were also less engaged about and during teacher read aloud. While teacher read aloud is touted in the research literature as valuable at the middle school level (e.g., Richardson, 2000;Sanacore, 2000), only limited information is available that examines how sixth graders with different attitudes towards reading respond to and participate during teacher read aloud. Teachers need to know how teacher read aloud is actually perceived and received at this level.…”

Section: Introductionmentioning

confidence: 99%

Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?

Clark

Andreasen

2014

Literacy Research and Instruction

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The purpose of this embedded mixed methods study was to examine how sixth graders with high and low reading attitudes perceive teacher read aloud. We utilized quantitative data by surveying sixth graders (N = 87) about their reading attitudes and then collected qualitative data by interviewing five students, interviewing the teacher, conducting classroom observations, and reviewing read aloud materials. Students with lower reading attitudes enjoyed the relaxed classroom setting, while those with higher attitudes enjoyed the books being read. Other themes suggested that all students engaged inconsistently with the text, and that students are indeed aware of the potential instructional benefits of reading aloud. Implications are discussed including the importance of pairing teacher read aloud with other strategies to help students engage more explicitly with the text.

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Promoting the Lifetime Reading Habit in Middle School Students

Cited by 25 publications

References 2 publications

Tapping the Potential of Teacher Read-Alouds in Middle Schools

Tapping the Potential of Teacher Read-Alouds in Middle Schools

Promoting Effective Literacy Learning in Minority Students by Focusing on Teacher Workshops and Reflective Practice: A Comprehensive Project Supported by the Annenberg Foundation

Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?

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