Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development
Three issues were examined in this study: (a) how reading to a first-grade class of children requiring enhancement (who may be identifiable as socially and culturally challenged) affects their achievement in decoding, reading comprehension, and storytelling; (b) how reading stories out of a series w...
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| Veröffentlicht in: | Reading research quarterly 1997-04, Vol.32 (2), p.168-183 |
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| creator | Rosenhouse, Judith Feitelson, Dina Kita, Bracha Goldstein, Zahava |
| description | Three issues were examined in this study: (a) how reading to a first-grade class of children requiring enhancement (who may be identifiable as socially and culturally challenged) affects their achievement in decoding, reading comprehension, and storytelling; (b) how reading stories out of a series written by one author affects their achievement as compared with reading isolated stories; and, (c) how reading different types of literature affects the amount of voluntary reading. Fifteen Israeli first-grade classes (339 participants) were randomly divided into four treatment groups, three experimental groups and one control group. The first group (four classes) listened to stories (published in school readers) by different authors. The second group (four classes) listened to stories by one author. The third group (three classes) listened in installments to a multiple-volume series of stories written by the same author as the second group. The control group (4 classes) engaged in regular activities (worksheets, drawing, pasting, etc.). The teachers of the three experimental groups were asked to read interactively to their students, that is, to interact with their students before, during, and after reading in order to help them to understand the story. They were to do this during the last 20 minutes of the day, five times a week, for 6 months. The findings indicated that classroom story-reading to first-grade students led them to increases in decoding, reading comprehension, and picture storytelling. Among the various types of treatments, reading by teachers from a series of stories in installments was shown to have the greatest effect on reading achievement on the extent of reading for pleasure and on the quantity of books purchased for leisure reading. The findings suggested that exposure to a series of stories initiates a process (a magic secret), which stimulates young readers to reread these books. /// [Spanish] En este estudio se examinaron tres cuestiones: (a) cómo la lectura a niños de primer grado que requieren apoyo (social y culturalmente en riesgo) afecta su desempeño en decodificación, comprensión lectora y relato de historias, (b) cómo la lectura de historias tomadas de una serie escrita por un autor afecta su desempeño en comparación con la lectura de historias aisladas, y (c) cómo la lectura de diferentes tipos de literatura afecta la cantidad de lectura voluntaria. Quince clases israelíes de primer grado (339 participantes) fueron divididas al |
| doi_str_mv | 10.1598/RRQ.32.2.3 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85654804</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ545799</ericid><jstor_id>748104</jstor_id><sourcerecordid>748104</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4645-1e995587974672d78d6b7f55801e2630e5426469b71232ab94680891ec9d93613</originalsourceid><addsrcrecordid>eNqNkU1vEzEQhi0EEiFw4QqHFaAekDb4-4NbFdo0bSgigLggWc6ugxw262B7W_Lv8XajHJBA-GJr3mfe8cwA8BTBCWJKvlkuP04InuAJuQdGSBFeYoHxfTCCkNASMkYegkcxbmA-DJMR-DZvkw2mSu7GFktratd-L04b39VF8sU8BmMbV5y7EFMxC6a2Ib4t5ikWU9-m4FZdcr7t0YW789kX7-yNbfxua9v0GDxYmybaJ4d7DL6cn32eXpSLD7P59HRRVpRTViKrFGNSKEG5wLWQNV-JdY5AZDEn0DKKOeVqJRAm2KwU5RJKhWyl6twiImNwMvjugv_Z2Zj01sXKNo1pre-ilowzKiH9D5BgzlQPvvgD3PgutLkJjRFGBML8lTF4-TcIcUlUrkl66vVAVcHHGOxa74LbmrDXCOp-aTovTROssSYZfnWwNLEyzTqYtnLxmIElF1CojD0fMBtcdVTPLhllQvVyOci3rrH7f9Trn4Rl_tnAb2Ly4cgLKtHd0A5uLib766ia8ENzQQTTX69n-upCfZpdXb7X1-Q3zFbCsA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>212130012</pqid></control><display><type>article</type><title>Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development</title><source>Jstor Complete Legacy</source><source>Education Source</source><source>Wiley Online Library Journals Frontfile Complete</source><source>Periodicals Index Online</source><creator>Rosenhouse, Judith ; Feitelson, Dina ; Kita, Bracha ; Goldstein, Zahava</creator><creatorcontrib>Rosenhouse, Judith ; Feitelson, Dina ; Kita, Bracha ; Goldstein, Zahava</creatorcontrib><description>Three issues were examined in this study: (a) how reading to a first-grade class of children requiring enhancement (who may be identifiable as socially and culturally challenged) affects their achievement in decoding, reading comprehension, and storytelling; (b) how reading stories out of a series written by one author affects their achievement as compared with reading isolated stories; and, (c) how reading different types of literature affects the amount of voluntary reading. Fifteen Israeli first-grade classes (339 participants) were randomly divided into four treatment groups, three experimental groups and one control group. The first group (four classes) listened to stories (published in school readers) by different authors. The second group (four classes) listened to stories by one author. The third group (three classes) listened in installments to a multiple-volume series of stories written by the same author as the second group. The control group (4 classes) engaged in regular activities (worksheets, drawing, pasting, etc.). The teachers of the three experimental groups were asked to read interactively to their students, that is, to interact with their students before, during, and after reading in order to help them to understand the story. They were to do this during the last 20 minutes of the day, five times a week, for 6 months. The findings indicated that classroom story-reading to first-grade students led them to increases in decoding, reading comprehension, and picture storytelling. Among the various types of treatments, reading by teachers from a series of stories in installments was shown to have the greatest effect on reading achievement on the extent of reading for pleasure and on the quantity of books purchased for leisure reading. The findings suggested that exposure to a series of stories initiates a process (a magic secret), which stimulates young readers to reread these books. /// [Spanish] En este estudio se examinaron tres cuestiones: (a) cómo la lectura a niños de primer grado que requieren apoyo (social y culturalmente en riesgo) afecta su desempeño en decodificación, comprensión lectora y relato de historias, (b) cómo la lectura de historias tomadas de una serie escrita por un autor afecta su desempeño en comparación con la lectura de historias aisladas, y (c) cómo la lectura de diferentes tipos de literatura afecta la cantidad de lectura voluntaria. Quince clases israelíes de primer grado (339 participantes) fueron divididas al azar en cuatro grupos de tratamiento: tres grupos experimentales y un grupo de control. El primer grupo (cuatro clases) escuchó historias (de libros de lectura) de diferentes autores. El segundo grupo (cuatro clases) escuchó historias de un mismo autor. El tercer grupo (tres clases) escuchó en etapas una colección de historias escritas por el mismo autor que el segundo grupo. El grupo de control (cuatro clases) realizó las actividades regulares (hojas de trabajo, dibujos, etc.) A las maestras de los tres grupos experimentales se les pidió que leyeran interactivamente a sus alumnos, es decir, que interactuaran con sus alumnos antes, durante, y después de la lectura para ayudarlos a comprender la historia. Debían hacer esto los últimos 20 minutos del día, cinco veces por semana, durante seis meses. Los hallazgos muestran que la lectura de historias en el aula mejoró la decodificación, la comprensión lectora y el relato de historias a partir de un dibujo en los niños de primer grado. Entre los diferentes tipos de tratamiento, la lectura en etapas de una colección de historias tuvo el mayor efecto en el desempeño en lectura y en la cantidad de lectura por placer y de libros comprados. Estos hallazgos sugieren que la exposición a una serie de historias inicia un proceso (un secreto mágico) que estimula a los niños a releer esos libros. /// [German] Drei bereiche wurden in dieser Studie untersucht: (a) Wie das Vorlesen bei Kindern auf der ersten Schulstufe deren Leistungen im Dekodieren, in der Sinnerfassung von Texten und im Erzählen von Geschichten beeinflußt--was eine qualitative Leistungssteigerung erforderlich macht und welche Kinder als sozial und kulturell Herausgeforderte anzusehen sind. (b) Wie das Vorlesen von Seriengeschichten eines Autors die Leistungen der Schüler beeinflußt im Vergleich mit dem Lesen von in sich abgeschlossenen Geschichten; (c) Wie das Vorlesen von verschiedenen Textgattungen den Anteil an selbständiger, freiwilliger Lektüre beeinflußt. 15 israelische erste Klassen (339 TeilnehmerInnen) wurden nach dem Zufallsprinzip in vier differenzierte Leistungsgruppen geteilt, und zwar in drei Untersuchungsgruppen und in eine Kontrollgruppe. Die erste Gruppe (vier Klassen) bekam Geschichten verschiedener AutorInnen aus den approbierten Lesebüchern vorgelesen; die zweite Gruppe (vier Klassen) hörte Geschichten von einem Autor. Die dritte Gruppe (drei Klassen) hörte Fortsetzungsgeschichten einer umfangreichen Serie von Geschichten, geschrieben vom gleichen Autor wie die in der zweiten Gruppe. Die Kontrollgruppe (vier Klassen) beschäftigte sich mit lehrplanmäßigen Aktivitäten (Arbeitsblätter, Zeichnungen, Knetmasse, etc.). Die Lehrer der drei Untersuchungsgruppen waren beauftragt, interaktiv mit ihren Schülern zu arbeiten, d.h. vor, während und nach der Lektüre zu interagieren, als Hilfestellung zur Sinnerfassung der Geschichten. Sie mußten dies jeden Tag in den letzten 20 Minuten des Unterichts tun, fünfmal pro Woche, sechs Monate lang. Die Ergebnisse zeigten, daß das Vorlesen im Klassenzimmer bei Erstklässlern zu einer Leistungssteigerung beim Dekodieren, bei der Texterfassung und bei der Erfassung von Bildgeschichten führte. Unter Anwendung von verschiedenen methodischen Formen zeigte es sich, daß das Vorlesen von Fortsetzungsgeschichten den größten Einfluß auf die Leseleistung hatte, und zwar im Bereich des unterhaltenden Lesens und in der Anzahl der Bücher, die als Freizeitlektüre gekauft wurden. Die Ergebnisse legen den Schluß nahe, daß die Begegnung mit einer Serie von Geschichten eine Entwicklung (ein magisches Geheimnis) einleitete, die junge LeserInnen dazu anregt, diese Bücher nochmals selbst zu lesen. /// [French] On a examiné trois questions dans cette recherche: (a) comment la lecture à une classe de première année d'enfants ayant besoin de soutien (identifiable comme un défi social et culturel) affecte leur réussite en décodage, compréhension de lecture, et lecture d'histoires; (b) comment la lecture à haute voix d'une collection écrite par un auteur affecte leur réussite par rapport à la lecture d'histoires séparées; et (c) comment la lecture de différents types d'écrits affecte le volume de lecture personnelle. On a réparti au hasard quinze classes de première année en quatre groupes de traitement, trois groupes expérimentaux et un groupe contrôle. Le premier groupe (quatre classes) a écouté des histoires d'auteurs différents (publiées dans des manuels scolaires). Le second groupe (quatre classes) a écouté des histoires d'un seul auteur. Le troisième groupe (trois classes) a écouté des épisodes d'une collection d'histoires en plusieurs volumes écrites par le même auteur comme le second groupe. Le groupe contrôle (quatre classes) a effectué des activités habituelles (fiches de travail, dessin, collage, etc.). On a demandé aux enseignants de faire une lecture interactive à leurs élèves, c'est-à-dire d'interagir avec eux avant, pendant et après la lecture de façon à les aider à comprendre l'histoire. Ils devaient procéder ainsi chaque jour pendant les 20 dernières minutes de classe, cinq fois par semaine et pendant six mois. Les résultats indiquent que la lecture d'histoires à des élèves de première année les conduit à des progrès en décodage, compréhension de lecture, et lecture d'images. Parmi les différents types de traitement, on a pu montrer que la lecture par les enseignants d'une collection d'histoires par épisodes a eu l'effet le plus massif sur la réussite en lecture, le volume de lectures pour le plaisir et la quantité de livres achetés pour la lecture de loisir. Les résultats suggèrent que l'exposition à une collection d'histoires induit un processus (un secret magique), qui stimule la relecture de ces livres par les jeunes lecteurs.</description><identifier>ISSN: 0034-0553</identifier><identifier>EISSN: 1936-2722</identifier><identifier>DOI: 10.1598/RRQ.32.2.3</identifier><identifier>CODEN: RRQUA6</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>At risk students ; author ; Children ; Children & youth ; childrens ; Childrens literature ; Classroom Research ; comprehension ; Control Groups ; Decoding (Reading) ; early childhood ; Education and psychology ; Educational sciences ; Elementary school students ; evidence ; experiment ; Foreign Countries ; Grade 1 ; instructional ; Interactive Reading ; intervention ; Israel ; learner ; Learning ; Leisure ; listening ; Literacy ; Literature ; methodology ; Middle class ; Oral reading ; Parents & parenting ; Primary Education ; Psychology and learning ; Reading Aloud to Others ; Reading Comprehension ; Reading programs ; Reading Research ; Reading teachers ; Recreation ; Researchers ; scientific ; special needs ; Story Telling by Children ; Storytelling ; strategies ; struggling ; Studies ; supplementary ; Teachers ; text features ; Textbooks ; Theory ; topic ; type ; Vocabulary Development</subject><ispartof>Reading research quarterly, 1997-04, Vol.32 (2), p.168-183</ispartof><rights>Copyright 1997 International Reading Association</rights><rights>1997 International Reading Association</rights><rights>1997 INIST-CNRS</rights><rights>Copyright International Reading Association Apr-Jun 1997</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4645-1e995587974672d78d6b7f55801e2630e5426469b71232ab94680891ec9d93613</citedby><cites>FETCH-LOGICAL-c4645-1e995587974672d78d6b7f55801e2630e5426469b71232ab94680891ec9d93613</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/748104$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/748104$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,1411,27846,27901,27902,45550,45551,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ545799$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2867079$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Rosenhouse, Judith</creatorcontrib><creatorcontrib>Feitelson, Dina</creatorcontrib><creatorcontrib>Kita, Bracha</creatorcontrib><creatorcontrib>Goldstein, Zahava</creatorcontrib><title>Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development</title><title>Reading research quarterly</title><description>Three issues were examined in this study: (a) how reading to a first-grade class of children requiring enhancement (who may be identifiable as socially and culturally challenged) affects their achievement in decoding, reading comprehension, and storytelling; (b) how reading stories out of a series written by one author affects their achievement as compared with reading isolated stories; and, (c) how reading different types of literature affects the amount of voluntary reading. Fifteen Israeli first-grade classes (339 participants) were randomly divided into four treatment groups, three experimental groups and one control group. The first group (four classes) listened to stories (published in school readers) by different authors. The second group (four classes) listened to stories by one author. The third group (three classes) listened in installments to a multiple-volume series of stories written by the same author as the second group. The control group (4 classes) engaged in regular activities (worksheets, drawing, pasting, etc.). The teachers of the three experimental groups were asked to read interactively to their students, that is, to interact with their students before, during, and after reading in order to help them to understand the story. They were to do this during the last 20 minutes of the day, five times a week, for 6 months. The findings indicated that classroom story-reading to first-grade students led them to increases in decoding, reading comprehension, and picture storytelling. Among the various types of treatments, reading by teachers from a series of stories in installments was shown to have the greatest effect on reading achievement on the extent of reading for pleasure and on the quantity of books purchased for leisure reading. The findings suggested that exposure to a series of stories initiates a process (a magic secret), which stimulates young readers to reread these books. /// [Spanish] En este estudio se examinaron tres cuestiones: (a) cómo la lectura a niños de primer grado que requieren apoyo (social y culturalmente en riesgo) afecta su desempeño en decodificación, comprensión lectora y relato de historias, (b) cómo la lectura de historias tomadas de una serie escrita por un autor afecta su desempeño en comparación con la lectura de historias aisladas, y (c) cómo la lectura de diferentes tipos de literatura afecta la cantidad de lectura voluntaria. Quince clases israelíes de primer grado (339 participantes) fueron divididas al azar en cuatro grupos de tratamiento: tres grupos experimentales y un grupo de control. El primer grupo (cuatro clases) escuchó historias (de libros de lectura) de diferentes autores. El segundo grupo (cuatro clases) escuchó historias de un mismo autor. El tercer grupo (tres clases) escuchó en etapas una colección de historias escritas por el mismo autor que el segundo grupo. El grupo de control (cuatro clases) realizó las actividades regulares (hojas de trabajo, dibujos, etc.) A las maestras de los tres grupos experimentales se les pidió que leyeran interactivamente a sus alumnos, es decir, que interactuaran con sus alumnos antes, durante, y después de la lectura para ayudarlos a comprender la historia. Debían hacer esto los últimos 20 minutos del día, cinco veces por semana, durante seis meses. Los hallazgos muestran que la lectura de historias en el aula mejoró la decodificación, la comprensión lectora y el relato de historias a partir de un dibujo en los niños de primer grado. Entre los diferentes tipos de tratamiento, la lectura en etapas de una colección de historias tuvo el mayor efecto en el desempeño en lectura y en la cantidad de lectura por placer y de libros comprados. Estos hallazgos sugieren que la exposición a una serie de historias inicia un proceso (un secreto mágico) que estimula a los niños a releer esos libros. /// [German] Drei bereiche wurden in dieser Studie untersucht: (a) Wie das Vorlesen bei Kindern auf der ersten Schulstufe deren Leistungen im Dekodieren, in der Sinnerfassung von Texten und im Erzählen von Geschichten beeinflußt--was eine qualitative Leistungssteigerung erforderlich macht und welche Kinder als sozial und kulturell Herausgeforderte anzusehen sind. (b) Wie das Vorlesen von Seriengeschichten eines Autors die Leistungen der Schüler beeinflußt im Vergleich mit dem Lesen von in sich abgeschlossenen Geschichten; (c) Wie das Vorlesen von verschiedenen Textgattungen den Anteil an selbständiger, freiwilliger Lektüre beeinflußt. 15 israelische erste Klassen (339 TeilnehmerInnen) wurden nach dem Zufallsprinzip in vier differenzierte Leistungsgruppen geteilt, und zwar in drei Untersuchungsgruppen und in eine Kontrollgruppe. Die erste Gruppe (vier Klassen) bekam Geschichten verschiedener AutorInnen aus den approbierten Lesebüchern vorgelesen; die zweite Gruppe (vier Klassen) hörte Geschichten von einem Autor. Die dritte Gruppe (drei Klassen) hörte Fortsetzungsgeschichten einer umfangreichen Serie von Geschichten, geschrieben vom gleichen Autor wie die in der zweiten Gruppe. Die Kontrollgruppe (vier Klassen) beschäftigte sich mit lehrplanmäßigen Aktivitäten (Arbeitsblätter, Zeichnungen, Knetmasse, etc.). Die Lehrer der drei Untersuchungsgruppen waren beauftragt, interaktiv mit ihren Schülern zu arbeiten, d.h. vor, während und nach der Lektüre zu interagieren, als Hilfestellung zur Sinnerfassung der Geschichten. Sie mußten dies jeden Tag in den letzten 20 Minuten des Unterichts tun, fünfmal pro Woche, sechs Monate lang. Die Ergebnisse zeigten, daß das Vorlesen im Klassenzimmer bei Erstklässlern zu einer Leistungssteigerung beim Dekodieren, bei der Texterfassung und bei der Erfassung von Bildgeschichten führte. Unter Anwendung von verschiedenen methodischen Formen zeigte es sich, daß das Vorlesen von Fortsetzungsgeschichten den größten Einfluß auf die Leseleistung hatte, und zwar im Bereich des unterhaltenden Lesens und in der Anzahl der Bücher, die als Freizeitlektüre gekauft wurden. Die Ergebnisse legen den Schluß nahe, daß die Begegnung mit einer Serie von Geschichten eine Entwicklung (ein magisches Geheimnis) einleitete, die junge LeserInnen dazu anregt, diese Bücher nochmals selbst zu lesen. /// [French] On a examiné trois questions dans cette recherche: (a) comment la lecture à une classe de première année d'enfants ayant besoin de soutien (identifiable comme un défi social et culturel) affecte leur réussite en décodage, compréhension de lecture, et lecture d'histoires; (b) comment la lecture à haute voix d'une collection écrite par un auteur affecte leur réussite par rapport à la lecture d'histoires séparées; et (c) comment la lecture de différents types d'écrits affecte le volume de lecture personnelle. On a réparti au hasard quinze classes de première année en quatre groupes de traitement, trois groupes expérimentaux et un groupe contrôle. Le premier groupe (quatre classes) a écouté des histoires d'auteurs différents (publiées dans des manuels scolaires). Le second groupe (quatre classes) a écouté des histoires d'un seul auteur. Le troisième groupe (trois classes) a écouté des épisodes d'une collection d'histoires en plusieurs volumes écrites par le même auteur comme le second groupe. Le groupe contrôle (quatre classes) a effectué des activités habituelles (fiches de travail, dessin, collage, etc.). On a demandé aux enseignants de faire une lecture interactive à leurs élèves, c'est-à-dire d'interagir avec eux avant, pendant et après la lecture de façon à les aider à comprendre l'histoire. Ils devaient procéder ainsi chaque jour pendant les 20 dernières minutes de classe, cinq fois par semaine et pendant six mois. Les résultats indiquent que la lecture d'histoires à des élèves de première année les conduit à des progrès en décodage, compréhension de lecture, et lecture d'images. Parmi les différents types de traitement, on a pu montrer que la lecture par les enseignants d'une collection d'histoires par épisodes a eu l'effet le plus massif sur la réussite en lecture, le volume de lectures pour le plaisir et la quantité de livres achetés pour la lecture de loisir. Les résultats suggèrent que l'exposition à une collection d'histoires induit un processus (un secret magique), qui stimule la relecture de ces livres par les jeunes lecteurs.</description><subject>At risk students</subject><subject>author</subject><subject>Children</subject><subject>Children & youth</subject><subject>childrens</subject><subject>Childrens literature</subject><subject>Classroom Research</subject><subject>comprehension</subject><subject>Control Groups</subject><subject>Decoding (Reading)</subject><subject>early childhood</subject><subject>Education and psychology</subject><subject>Educational sciences</subject><subject>Elementary school students</subject><subject>evidence</subject><subject>experiment</subject><subject>Foreign Countries</subject><subject>Grade 1</subject><subject>instructional</subject><subject>Interactive Reading</subject><subject>intervention</subject><subject>Israel</subject><subject>learner</subject><subject>Learning</subject><subject>Leisure</subject><subject>listening</subject><subject>Literacy</subject><subject>Literature</subject><subject>methodology</subject><subject>Middle class</subject><subject>Oral reading</subject><subject>Parents & parenting</subject><subject>Primary Education</subject><subject>Psychology and learning</subject><subject>Reading Aloud to Others</subject><subject>Reading Comprehension</subject><subject>Reading programs</subject><subject>Reading Research</subject><subject>Reading teachers</subject><subject>Recreation</subject><subject>Researchers</subject><subject>scientific</subject><subject>special needs</subject><subject>Story Telling by Children</subject><subject>Storytelling</subject><subject>strategies</subject><subject>struggling</subject><subject>Studies</subject><subject>supplementary</subject><subject>Teachers</subject><subject>text features</subject><subject>Textbooks</subject><subject>Theory</subject><subject>topic</subject><subject>type</subject><subject>Vocabulary 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Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development</title><author>Rosenhouse, Judith ; Feitelson, Dina ; Kita, Bracha ; Goldstein, Zahava</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4645-1e995587974672d78d6b7f55801e2630e5426469b71232ab94680891ec9d93613</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1997</creationdate><topic>At risk students</topic><topic>author</topic><topic>Children</topic><topic>Children & youth</topic><topic>childrens</topic><topic>Childrens literature</topic><topic>Classroom Research</topic><topic>comprehension</topic><topic>Control Groups</topic><topic>Decoding (Reading)</topic><topic>early childhood</topic><topic>Education and psychology</topic><topic>Educational sciences</topic><topic>Elementary school students</topic><topic>evidence</topic><topic>experiment</topic><topic>Foreign Countries</topic><topic>Grade 1</topic><topic>instructional</topic><topic>Interactive Reading</topic><topic>intervention</topic><topic>Israel</topic><topic>learner</topic><topic>Learning</topic><topic>Leisure</topic><topic>listening</topic><topic>Literacy</topic><topic>Literature</topic><topic>methodology</topic><topic>Middle class</topic><topic>Oral reading</topic><topic>Parents & parenting</topic><topic>Primary Education</topic><topic>Psychology and learning</topic><topic>Reading Aloud to Others</topic><topic>Reading Comprehension</topic><topic>Reading programs</topic><topic>Reading Research</topic><topic>Reading teachers</topic><topic>Recreation</topic><topic>Researchers</topic><topic>scientific</topic><topic>special needs</topic><topic>Story Telling by Children</topic><topic>Storytelling</topic><topic>strategies</topic><topic>struggling</topic><topic>Studies</topic><topic>supplementary</topic><topic>Teachers</topic><topic>text 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Basic</collection><collection>SIRS Editorial</collection><collection>ComDisDome</collection><jtitle>Reading research quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rosenhouse, Judith</au><au>Feitelson, Dina</au><au>Kita, Bracha</au><au>Goldstein, Zahava</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ545799</ericid><atitle>Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development</atitle><jtitle>Reading research quarterly</jtitle><date>1997-04-01</date><risdate>1997</risdate><volume>32</volume><issue>2</issue><spage>168</spage><epage>183</epage><pages>168-183</pages><issn>0034-0553</issn><eissn>1936-2722</eissn><coden>RRQUA6</coden><abstract>Three issues were examined in this study: (a) how reading to a first-grade class of children requiring enhancement (who may be identifiable as socially and culturally challenged) affects their achievement in decoding, reading comprehension, and storytelling; (b) how reading stories out of a series written by one author affects their achievement as compared with reading isolated stories; and, (c) how reading different types of literature affects the amount of voluntary reading. Fifteen Israeli first-grade classes (339 participants) were randomly divided into four treatment groups, three experimental groups and one control group. The first group (four classes) listened to stories (published in school readers) by different authors. The second group (four classes) listened to stories by one author. The third group (three classes) listened in installments to a multiple-volume series of stories written by the same author as the second group. The control group (4 classes) engaged in regular activities (worksheets, drawing, pasting, etc.). The teachers of the three experimental groups were asked to read interactively to their students, that is, to interact with their students before, during, and after reading in order to help them to understand the story. They were to do this during the last 20 minutes of the day, five times a week, for 6 months. The findings indicated that classroom story-reading to first-grade students led them to increases in decoding, reading comprehension, and picture storytelling. Among the various types of treatments, reading by teachers from a series of stories in installments was shown to have the greatest effect on reading achievement on the extent of reading for pleasure and on the quantity of books purchased for leisure reading. The findings suggested that exposure to a series of stories initiates a process (a magic secret), which stimulates young readers to reread these books. /// [Spanish] En este estudio se examinaron tres cuestiones: (a) cómo la lectura a niños de primer grado que requieren apoyo (social y culturalmente en riesgo) afecta su desempeño en decodificación, comprensión lectora y relato de historias, (b) cómo la lectura de historias tomadas de una serie escrita por un autor afecta su desempeño en comparación con la lectura de historias aisladas, y (c) cómo la lectura de diferentes tipos de literatura afecta la cantidad de lectura voluntaria. Quince clases israelíes de primer grado (339 participantes) fueron divididas al azar en cuatro grupos de tratamiento: tres grupos experimentales y un grupo de control. El primer grupo (cuatro clases) escuchó historias (de libros de lectura) de diferentes autores. El segundo grupo (cuatro clases) escuchó historias de un mismo autor. El tercer grupo (tres clases) escuchó en etapas una colección de historias escritas por el mismo autor que el segundo grupo. El grupo de control (cuatro clases) realizó las actividades regulares (hojas de trabajo, dibujos, etc.) A las maestras de los tres grupos experimentales se les pidió que leyeran interactivamente a sus alumnos, es decir, que interactuaran con sus alumnos antes, durante, y después de la lectura para ayudarlos a comprender la historia. Debían hacer esto los últimos 20 minutos del día, cinco veces por semana, durante seis meses. Los hallazgos muestran que la lectura de historias en el aula mejoró la decodificación, la comprensión lectora y el relato de historias a partir de un dibujo en los niños de primer grado. Entre los diferentes tipos de tratamiento, la lectura en etapas de una colección de historias tuvo el mayor efecto en el desempeño en lectura y en la cantidad de lectura por placer y de libros comprados. Estos hallazgos sugieren que la exposición a una serie de historias inicia un proceso (un secreto mágico) que estimula a los niños a releer esos libros. /// [German] Drei bereiche wurden in dieser Studie untersucht: (a) Wie das Vorlesen bei Kindern auf der ersten Schulstufe deren Leistungen im Dekodieren, in der Sinnerfassung von Texten und im Erzählen von Geschichten beeinflußt--was eine qualitative Leistungssteigerung erforderlich macht und welche Kinder als sozial und kulturell Herausgeforderte anzusehen sind. (b) Wie das Vorlesen von Seriengeschichten eines Autors die Leistungen der Schüler beeinflußt im Vergleich mit dem Lesen von in sich abgeschlossenen Geschichten; (c) Wie das Vorlesen von verschiedenen Textgattungen den Anteil an selbständiger, freiwilliger Lektüre beeinflußt. 15 israelische erste Klassen (339 TeilnehmerInnen) wurden nach dem Zufallsprinzip in vier differenzierte Leistungsgruppen geteilt, und zwar in drei Untersuchungsgruppen und in eine Kontrollgruppe. Die erste Gruppe (vier Klassen) bekam Geschichten verschiedener AutorInnen aus den approbierten Lesebüchern vorgelesen; die zweite Gruppe (vier Klassen) hörte Geschichten von einem Autor. Die dritte Gruppe (drei Klassen) hörte Fortsetzungsgeschichten einer umfangreichen Serie von Geschichten, geschrieben vom gleichen Autor wie die in der zweiten Gruppe. Die Kontrollgruppe (vier Klassen) beschäftigte sich mit lehrplanmäßigen Aktivitäten (Arbeitsblätter, Zeichnungen, Knetmasse, etc.). Die Lehrer der drei Untersuchungsgruppen waren beauftragt, interaktiv mit ihren Schülern zu arbeiten, d.h. vor, während und nach der Lektüre zu interagieren, als Hilfestellung zur Sinnerfassung der Geschichten. Sie mußten dies jeden Tag in den letzten 20 Minuten des Unterichts tun, fünfmal pro Woche, sechs Monate lang. Die Ergebnisse zeigten, daß das Vorlesen im Klassenzimmer bei Erstklässlern zu einer Leistungssteigerung beim Dekodieren, bei der Texterfassung und bei der Erfassung von Bildgeschichten führte. Unter Anwendung von verschiedenen methodischen Formen zeigte es sich, daß das Vorlesen von Fortsetzungsgeschichten den größten Einfluß auf die Leseleistung hatte, und zwar im Bereich des unterhaltenden Lesens und in der Anzahl der Bücher, die als Freizeitlektüre gekauft wurden. Die Ergebnisse legen den Schluß nahe, daß die Begegnung mit einer Serie von Geschichten eine Entwicklung (ein magisches Geheimnis) einleitete, die junge LeserInnen dazu anregt, diese Bücher nochmals selbst zu lesen. /// [French] On a examiné trois questions dans cette recherche: (a) comment la lecture à une classe de première année d'enfants ayant besoin de soutien (identifiable comme un défi social et culturel) affecte leur réussite en décodage, compréhension de lecture, et lecture d'histoires; (b) comment la lecture à haute voix d'une collection écrite par un auteur affecte leur réussite par rapport à la lecture d'histoires séparées; et (c) comment la lecture de différents types d'écrits affecte le volume de lecture personnelle. On a réparti au hasard quinze classes de première année en quatre groupes de traitement, trois groupes expérimentaux et un groupe contrôle. Le premier groupe (quatre classes) a écouté des histoires d'auteurs différents (publiées dans des manuels scolaires). Le second groupe (quatre classes) a écouté des histoires d'un seul auteur. Le troisième groupe (trois classes) a écouté des épisodes d'une collection d'histoires en plusieurs volumes écrites par le même auteur comme le second groupe. Le groupe contrôle (quatre classes) a effectué des activités habituelles (fiches de travail, dessin, collage, etc.). On a demandé aux enseignants de faire une lecture interactive à leurs élèves, c'est-à-dire d'interagir avec eux avant, pendant et après la lecture de façon à les aider à comprendre l'histoire. Ils devaient procéder ainsi chaque jour pendant les 20 dernières minutes de classe, cinq fois par semaine et pendant six mois. Les résultats indiquent que la lecture d'histoires à des élèves de première année les conduit à des progrès en décodage, compréhension de lecture, et lecture d'images. Parmi les différents types de traitement, on a pu montrer que la lecture par les enseignants d'une collection d'histoires par épisodes a eu l'effet le plus massif sur la réussite en lecture, le volume de lectures pour le plaisir et la quantité de livres achetés pour la lecture de loisir. Les résultats suggèrent que l'exposition à une collection d'histoires induit un processus (un secret magique), qui stimule la relecture de ces livres par les jeunes lecteurs.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1598/RRQ.32.2.3</doi><tpages>16</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-0553 |
| ispartof | Reading research quarterly, 1997-04, Vol.32 (2), p.168-183 |
| issn | 0034-0553 1936-2722 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85654804 |
| source | Jstor Complete Legacy; Education Source; Wiley Online Library Journals Frontfile Complete; Periodicals Index Online |
| subjects | At risk students author Children Children & youth childrens Childrens literature Classroom Research comprehension Control Groups Decoding (Reading) early childhood Education and psychology Educational sciences Elementary school students evidence experiment Foreign Countries Grade 1 instructional Interactive Reading intervention Israel learner Learning Leisure listening Literacy Literature methodology Middle class Oral reading Parents & parenting Primary Education Psychology and learning Reading Aloud to Others Reading Comprehension Reading programs Reading Research Reading teachers Recreation Researchers scientific special needs Story Telling by Children Storytelling strategies struggling Studies supplementary Teachers text features Textbooks Theory topic type Vocabulary Development |
| title | Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development |
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