Read Alouds

       The concept of read alouds is explored through our textbook by Douglas Fisher and Nancy Frey, and by the article entitled, "Tapping the Potential of Teacher Read- Alouds in Middle Schools," written by Lettie K. Albright and Mary Ariail. Both sets of authors present interesting analysis of the concept as a method for engagement and improved comprehension in the lower, as well as upper grades.
      According to the text reading aloud has been well documented as a effective use of instructional time and motivation for students in elementary grades and secondary content areas. The study done by Albright and Ariail also supports the use of read alouds in middle school, as a way of helping those "aliterate seventh graders (students who could read but chose not to)." (pg. 582)
      On idea that stood out to me in the reading was that read alouds can be used to bridge the gap, so to speak, between content area texts that the student may have difficulty reading. I can say from my own experience, that secondary content area textbooks and reading materials are often difficult to comprehend and extremely bland and factual in nature. There is little motivation for students to actually read the text book, unless the student is being tested on the material word-for-word. For students with learning disabilities or a lower reading ability, comprehension of these text materials is not so much a matter of choice, but a matter of inability.
      I know that if I were a student who already struggled visually processing the material, I would not be motivated to struggle through it. However, with a read aloud of the material, the teacher can focus on student's auditory processing skills, enable students to comprehend the material from the verbal transfer, and clarify misunderstandings and complex concepts. From my own experience, it is helpful when an instructor takes the time to verbally go through the text and insert clarifications and explanations in her own words. Sometimes, it makes it easier to relate the text to real world concepts this way. I think Albright and Arial were spot on with their opinions on picture books, especially for engaging middle school kids. Even as a college student, I enjoy lighthearted picture books and children's stories that help liven up the lesson. Dr. Reeves did an amazing job with this incorporation during my sophomore year.
     As I read these passages, I felt like perhaps the authors needed to give me a little bit more information as to how exactly a read aloud needed to go to be effective, especially in upper grades. I kept wondering, how am I going to keep my students on task and not daydreaming or spacing out? Should I use typed question sheets for students to answer as they followed along? Or does that distract from the point of it being a read aloud? Even in an enjoyable fiction text, it can be difficult to stay focused for some children. How as a teacher, do I combat that challenge without being negative towards the reading experience?