"Reading aloud to children not only helps to develop their vocabulary, but is a vital ingredient in the development of emergent reading" Reynolds (1998)
Abstract and Research and Design.
References and Annotated Bibliography
In reviewing the language samples, there did not appear to be any correlation between an interactive or non interactive reading and the number of utterances during the reading. In looking back on the observational notes, however, when there was no interaction during the reading, children often filled in comments or answered questions posed by the other children, perhaps to compensate for the lack of adult interaction. Please note the increase in language for Ben on week 6, a non interactive reading. His utterances totaled 6, the most recorded during the study. In reviewing the observational notes, Ben's comments revolved around the silliness of the bear. Was Ben hoping to gain some input from others to share the book? Although the first three weeks did appear to be promising in establishing that there is more language during an interactive reading, the decrease in utterances between week 3 and 4, both interactive readings, tempered this theory.
And finally, in reviewing the observational notes, other than establishing the fact that all three children attended and were on topic during all readings, there did not appear to be any correlation, between increased language or performance on the checklist and the way in which the story was read.
Despite these findings, the notes do support the thought that the children enjoyed the readings. Megan's recorded retelling indicates her emerging understanding of vocabulary, sequence and concepts which may have been supported and enhanced by the interaction during the reading. The retelling checklist demonstrated that when children are taught the concepts of print (front of book, top of page) two are able to recall this information across an 8 week period ( with the except for Michael). In reflecting upon my notes, I realized how difficult it is to not interact, question, discuss and comment during these read alouds. And finally, I am concerned that too much adult talk may sacrifice the children's understanding of the story line, concepts and events. The practice of rereading the story may help children understand the story's events if lost the first time.
Implications for Future Instruction:
Interacting during reading, if not disruptive to the story line, can be an enjoyable and rewarding experience for all involved. Yet, making the statement that interactive reading unquestionably helps to develop children's language and understanding of story, has yet to be established.
For future research, I suggest a different retelling checklist that awards more points for vocabulary and concepts and has fewer concepts of print questions, I would continue to collect data on language during the readings and possibly take more detailed notes after each reading. To address the difficulty with non interactive reading, the possibility of using books on tape could be compared to an interactive reading to investigate any changes in performance on retelling or language samples.
Limitations:
The results of this research are limited to the performance of the students at this time and this place. The sample of students was small and the children's backgrounds similar in regards to race and socioeconomic status, thus limiting the diversity of subjects. Although effort was made to ensure that books were similar in their sentence length, there was a difference in vocabulary and story complexity.