Figure - available from: Reading and Writing
This content is subject to copyright. Terms and conditions apply.
Effect of interaction between intervention and read aloud instructional features on listening comprehension
Source publication
We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment condi...
Citations
... While, RA5 result said that reading aloud technique does not have any meaningful differential effect on reflective learners' vocabulary learning. It was contrast by the third result which said that reading aloud has a significant interaction effect and students had better outcomes on vocabulary (Baker L. D., et al., 2020). The RA17 result is about using an interactive picture-book read-aloud which can provide positive classroom environment and the book builds prior knowledge and text to infer the meanings of unfamiliar words to the students (Sun, 2020). ...
The main objective of this study is to explore a study of Reading Aloud Strategy in Teaching English as a Foreign Language (EFL) and its relevance in contemporary educational settings. This research specifically addresses the following objectives: to identify the implications of RA implementation, determine the most effective strategies for its application, and evaluate its effectiveness across different educational levels. Data in the form of articles retrieved through internet search engines at the last five years; between 2018 and 2022. Key search terms included "Reading Aloud," "EFL reading strategies," and "teaching reading comprehension." Articles were selected based on criteria such as publication type, accessibility, participant demographics, research methods, and their focus on RA in EFL contexts. Findings are categorized based on their contributions to answering the research questions, providing insights into the strategic implementation and outcomes of RA in various educational settings. The result reveals that the RA strategy continues to be a adaptable and valuable strategy in Teaching English. Educators are still encouraged to adapt RA methods to their specific classroom contexts, using both traditional and technological approaches to maximize student outcomes in reading comprehension and other learning objectives.
... Similarly, Lim, & Ng, (2023) study on English language proficiency in Malaysian secondary school students found better performance in speaking and writing skills than in reading and listening skills. The current study's results are consistent with these previous findings, highlighting the generally stronger development of speaking skills in students compared to reading and vocabulary skills (Baker et al., 2020). ...
Teachers need help teaching subjects in MTB-MLE and other subjects because the language used is Cebuano. This has an impact on learning activities that could be more optimal. This study aims to analyze the difficulties faced by grade 3 students in implementing Cebuano-Visayan teaching and assess the management actions taken by school administrators and teachers. This research uses a descriptive research design. Data was collected using purposive sampling from 17 school administrators, 30 teachers, and 253 students. Data collection methods use observation and questionnaires. The arithmetic mean is used as a statistical tool. The research results show that school administrators often undertake various management actions to facilitate the implementation of Cebuano-Visayan. Speaking and grammar skills were moderately complex, while reading, comprehension, and vocabulary skills were identified as the most challenging for Grade 3 students. This research revealed that effective and adequate management strategies contribute to the learning difficulties encountered in Cebuano teaching Visayan. Despite efforts by school officials and teachers to address this situation, it continues and even worsens. Therefore, school leaders are advised to re-evaluate their school curricula and thoroughly assess the inclusion of the Cebuano-Visayan language in the lower elementary grades (Grades 1-3) to identify actual problems and provide appropriate interventions and practical solutions.
... We believe that for most students, decoding instruction should take up a considerable amount of time in the primary grades (Connor, 2019). Thus, in grades K-2 comprehension strategy instruction should be relatively informal and embedded in interactive read-alouds (Baker et al., 2020). Following this informal instruction, which we term "lite instruction," we recommend "robust instruction" in grades 3-5. ...
... 78 No. 1 July-August 2024 literacyworldwide.org instruction demonstrates the use of strategies during interactive read-alouds and includes student participation (Baker et al., 2020). Lite instruction does not include a full explanation of procedures or information on when and how to use a particular strategy, but teachers model the use of strategies and explain why they are useful. ...
In the face of arguments that knowledge is the key to reading comprehension, we examined the evidence for comprehension strategies instruction. Since the National Reading Panel Report, a number of researchers have reaffirmed the value of including comprehension strategy instruction in the elementary and middle school curriculum. The latest reviews and meta‐analyses indicate that teaching comprehension strategies improves children's and adolescents’ reading comprehension. We outline what strategies should be taught, when, how, and how much. Differentiation of instruction is vital because students who struggle to comprehend benefit more from comprehension strategy instruction than students who are already expert readers.
... To identify the best practices for support students' reading skills development, it is critical to address how teachers' practices should change in accordance with their students' development (Connor & Morrison, 2016;Juel & Minden-Cupp, 2000;Pressley et al., 2001). Although balanced instructional support in both word reading and reading comprehension is reportedly beneficial to students (Connor et al., 2013;Pressley et al., 2001), studies focusing on single forms of literacy instruction content dominate the literature (e.g., Baker et al., 2020;Rasinski et al., 2020;Schwanenflugel et al., 2009). Importantly, studies that examined how students' individual characteristics impact on what kind of instruction is most beneficial for them (Connor et al., 2013;Connor & Morrison, 2016;Foorman et al., 1998) as well as instructional adaptations during instruction (for a review, see Parsons et al., 2018) have increased our understanding of the multifaceted interplay between instructional activities and student learning. ...
... While comprehension skills develop via exposure to language and texts across an individual's life (Paris, 2005), they, too, should be addressed during instruction to improve learning outcomes. Providing support for comprehension skills helps the students in interpreting texts and attaching meanings to them (Baker et al., 2020;Connor & Morrison, 2016). Compared to word reading skills, studies have shown stronger associations between observed classroom practices and classroom-level reading outcomes when the outcome measure has included a mixture of reading skills including reading comprehension (Cao et al., 2022), while interventions on reading comprehension skills for poor readers are shown to be less effective (Al Otaiba et al., 2023). ...
... Reportedly, a shift in the emphasis of literacy instruction from practicing word-level reading to text-level reading and comprehension in line with students' reading skills can bolster the progress of beginning readers (Connor et al., 2004;Juel & Minden-Cupp, 2000;Pressley et al., 2001). Comprehension skills are reinforced in the classroom with listening comprehension and vocabulary practice, which also contribute to skills vital to reading comprehension before students can read by themselves (Baker et al., 2020;Connor et al., 2004;Lepola et al., 2016;Lerkkanen et al., 2004). In addition to their diverse content needs, students also require different amounts of instructional support to learn (e.g., Corno, 2008;Ponitz & Rimm-Kaufman, 2011;Pressley et al., 2001;Van de Pol et al., 2010). ...
This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students ( N = 537) and observed literacy instruction activities in classrooms ( N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities supporting consolidation of reading and spelling skills in the spring. In contrast, higher average word reading skills in the classrooms in the autumn were associated with higher amount of independent meaning-focused activities in the spring. Higher extent of whole-group meaning-focused activities in the autumn was positively associated with reading comprehension at classroom level in the spring, whereas independent phonological recoding practice in the autumn was negatively associated with reading comprehension in the spring. The study provides novel understanding of the associations between students’ reading performance and literacy instruction especially showing how students’ reading skills at classroom level may inform instruction in the classroom. This information may guide teachers to adapt their instruction at classroom level but also to identify the students needing differentiation. The results also acknowledge the affordances and limitations students’ skills may set for the instruction.
... The development of unconstrained skills such as vocabulary requires considerable instructional time (Coyne et al., 2010), with IRA lessons lasting 20-25 min on average (Swanson et al., 2011). Engaging elementary students in IRAs supports their oral language, listening comprehension, and vocabulary development (Baker et al., 2020;Beck & McKeown, 2007;Biemiller & Boote, 2006;Kim et al., 2021;Mol et al., 2009;Swanson et al., 2011). Further, IRAs have the potential to improve children's reading motivation through engagement and situational interest in the texts that are read aloud (Kim et al., 2021;Wiseman, 2012). ...
... Although other book-reading interventions have encouraged adults to draw connections to the child's own life during the reading (e.g., Fine et al., 2019;Zevenbergen et al., 2003), no other program besides RRR has incorporated in-depth, stand-alone reminiscing conversations linked to story themes after the reading has been completed. Based on knowledge of the strong effects of post-event conversations on autobiographical memory (see Reese, 2018), combined with the power of post-reading activities for children's oral language (Baker et al., 2020), we argue that these post-reading reminiscing conversations will result in stronger oral narrative advantages for children. ...
Tender Shoots is a randomized controlled trial (RCT) for parents aimed at improving preschool children's oral language skills relevant for later reading. Parents of 72 preschool children (M = 50 months) were randomly assigned to either a Rich Reading and Reminiscing (RRR) condition, a Strengthening Sound Sensitivity (SSS) condition, or an Activity-Based Control (ABC) condition. RRR and SSS conditions involved dyads conversing about the same 12 books over 6 weeks, with RRR focused on the meaning of the story in relation to children's own experiences, and SSS focused on soundplay. Children's oral narrative skills were assessed with a story listening comprehension and retelling task before and one-year post-intervention. At the 1-year follow-up, children in RRR retold stories with greater accuracy (g = 0.61) and quality (g = 0.68) than did children in the control condition. Tender Shoots RRR is a promising tool for parents to help their children's narrative production (retelling) skills.
... This finding may reflect the higher focus of the interventions on these skills compared to the shorter time devoted to fostering vocabulary or listening comprehension (Gersten et al., 2020). Moreover, in our study, the intervention to foster listening comprehension encompassed strategies such as activation of previous knowledge, clarification of difficult words and response to questions and feedback, but did not include other strategies that research has shown to be effective, such as the training of cognitive and metacognitive strategies (Goh and Taib, 2006;Baker et al., 2020). Additionally, it is worth noting that the students participating in this study were in an early stage of reading acquisition, and all of them were experiencing difficulties in the automatization of reading. ...
In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.
... Teaching with children's literature may take the form of teachers reading aloud culturally relevant texts to children (Christ & Cho, 2021;Osorio, 2020, using trade books in guided reading groups and literature discussion groups (Pittman & Honchell, 2014;Short & Pierce, 1990), reading texts "against the grain" (Temple, 1993, p. 92) through a critical lens that identifies assumptions about power relationships (Kesler et al., 2020;Norris, 2020;Vasquez, 2019), or engaging the critical connection of reading with pleasure (International Literacy Association et al., 2014;Shannon, 2016;Swaggerty, 2009). Research shows a range of literacy benefits when children's literature is an integral part of literacy teaching, including vocabulary development (Baker et al., 2020;Angelos & McGriff, 2002), enhanced reading comprehension (Ceyhan & Yıldız, 2021;Cox & Guthrie, 2001), broader empathy for others (Newstreet et al., 2019;Tomé-Fernández et al., 2019), and positive reading identities (Allington & McGill Franzen, 2003;Niland, 2021). ...
This critical content analysis examines representations of rural life in a sample of 52 picture books by Indigenous and non-Indigenous authors and illustrators. While the United States and Canadian governments use quantitative measures to designate rurality, in this study rurality is conceptualized more broadly as an interaction between geographical, cultural, and social characteristics. Three sets of findings about the representation of rural people in Indigenous and non-Indigenous picture books are offered: the representation of human-to-human relationships, the relationships between people and the natural world, and the problems and challenges faced by rural people in the books. While there is increasing attention within children's literature scholarship about the importance of culturally relevant picture books and representations of diversity, less is understood about representations of rurality in children's literature and still less is known about textual representations that engage the intersection of rurality and minoritized groups such as Indigenous peoples.
... Analysis of the topic "Semantic-sigmatic and communicative-functional components of discourse" showed that, in modern scientific works, there is an interest in the study of issues of discourse and all its components. The work of many modern linguists are devoted to the study of the components of modern discourse -these are works of the scientists such as Abramova & Sherekhova (2020); Atabekova (2020); Baker et al. (2020); Bergenholtz (2016); Etxebarria et al. (2016), and many others. The study of semantic and communicative-functional components of discourse was conducted in several stages. ...
... The structure of the conversation is a series of stages of communicative actions of the person who came into contact, sounding, exposing the original subject of conversation and statement, changing roles during the communicative act, changing the topic of conversation, exit from the communicative act, each due to a number of internal and external factors. The communicative aspect of discourse is seen as a category of language materialized in the form of oral or written linguistic work, relatively complete in semantic and structural sense, the length of which is potentially variable: from the chain most separated from language to mass significant work (story, conversation, description, instructions, lectures, etc.) (Baker et al., 2020). The concept of discourse is characterized by the parameters of completeness, integrity, coherence, and others. ...
... There is verbalization and objectification on a particular issue, present in the act of speech, the signs of working with information, the cognitive process that leads to the processes of cognition and perception of the world. All units of language serve either to express information or to disseminate or, finally, to extend the flow of information and thus serve as an idea in human consciousness and help to take into account the experience of mankind as a whole, determine the results of interconnection and cognition of reality (Baker et al., 2020). It is best to use the term concept for the interpretation of certain elements of the situation. ...
The article considers the main types of semantic-sigmatic and communicative-functional transformations of lexical units against the background of changes in certain parameters of discourse and analyzes the fundamental motives for changing the load of lexical units in modern space. The relevance of this work is determined by modern transformations of linguistic study of different types of discourse, which occur on the basis of the study of communication and the search for universal foundations of linguistic interaction. Language is considered as a complex communicative and cognitive phenomenon that determines the state of intercultural communication. The components that directly affect the communication process and the success of the modern language formation must be identified. The aim of this study was to analyze the semantic-sigmatic and communicative-functional components of discourse and the theory of their understanding in modern communication. The theoretical and methodological basis of the study included the works of scientists in the field of modern methods of communication. The objective method was the analysis of documents (monographs, articles, statistics, scientific papers and textbooks on the selected topic).
... Read aloud has been shown to be effective for vocabulary, comprehension, and narrative language in first graders (Baker et al., 2020) and for phonological awareness (Swanson et al., 2011). Since storytelling belongs rather to the implicit method, adding flashcards to storytelling in order to teach components explicitly would be, according to Marulis and Neuman (2010), a further boost in effectiveness. ...
The number of students learning German as a second language (L2) is steadily increasing. Unfortunately, studies reveal that less-proficient school performance affects a larger proportion of these students and additional behavioral problems can create even greater learning barriers. In order to master a language, the focus is not only on vocabulary, but also on reading, and studies show that multi-component intervention in reading and L2 acquisition is particularly promising. Therefore, this multiple baseline study focuses on a multi-component storytelling intervention on vocabulary, reading, and letter sound fluency of low-achieving first graders with German as L2 with and without behavioral problems (N = 7). The intervention was implemented 3 times a week over a 6-week period. Results show significant large to very large effects on vocabulary and moderate to large effects on letter sound fluency and reading, providing indication for the positive impact of storytelling on multiple aspects simultaneously for the focused sample.
