A Review of the Current Literature Simply Reading Aloud

Reading comprehension has been studied, measured and tabulated from preschool age levels through adult and inclusive of mental disabilities, learning disabilities, and English as a second language. Through the many varied and substantive research journals and resources, it is clear that most agree that comprehension includes the following understandings. Reading comprehension begins with understanding the written word through being able to decode letters and symbols. As children grow in their ability to do this they work through a series of simple to complex strategies designed to help them know what they are reading. Phonics, whole language and many other early program designs can be used for the most basic of starter skillsthat of reading words and then reading sentences composed of those words. For many children in America, this process is enriched by home and school environments filled printed materials and with libraries and with classroom libraries. Books and printed materials make up a part of daily living. Studies describing the benefits of such an environment show that statistically, children from print rich environments do better at school than their counterparts (Albright, 2002). Children from geographically impoverished areas such as inner cities, reservations, and undeveloped rural communities, generally do not read at fluency and comprehension levels as high as those of their more advantaged peers (US Department of Education NEAP (Nations Report Card) need citation). Many studies have been completed seeking to find ways and means of diminishing the literacy gap between free lunch students and other students. Years of effort, uncounted dollars, and genuine attempts at resolution have produced a better understanding of the complexities surrounding generational poverty and its

overall effect on literacy. And while the NAEP (US Deptartment of Education) can show that the gap has diminished over time it remains big enough to cause concern (See Table 1). In fact, research itself does not agree in all instances and some studies are showing that the literacy gap is expanding (McCallum, 2011).

Table 1 Trend in White Black NAEP reading average scores and score gaps for 17-year-old students

Reading aloud is a beloved icon of childhood. Being read to can be enchanting for young children. They love it and its presence in their lives is a part of childhoods best routines (RIF, 2010). The bedtime story, the book on tape while traveling, the book the whole family reads togetherthese are the staples of literacy introduction that are formed for young children prior to pre-school and kindergarten. Children who are read to begin to read independently earlier that their peers and with greater comprehension (RIF, 2010). Being read to from early childhood

reinforces a childs literacy acquisition (Fisher et al, 2004). These benefits follow a child through school and beyond in measurable terms (Hickman et al, 2004). Early reading competency allows for early reading fluency (Beck and McKeown, 2001). Competency grows through the early years of education. Once decoding skills are in place students can begin to develop meaning from context, to construct meaning from both decoding and context, and then apply that meaning. This in turn allows for connections of meanings. Connecting meaning across a written passage is comprehension (Santoro et al, 2008). Relating various ideas and concepts and/or interacting through connections happen when a student can relate a passage to a real life experience or to another written passage or to facts about the world around said student (Bandura, 1986). Higher order thinking skills are developed through the ability to make connections and to apply what one knows to construct new meanings (Bloom, 1956). The components that support increased reading comprehension include being able to listen and understand. Listening makes up a large part of ESOL (English as a Second Language) class instruction and more value is being placed on the ESOL students ability to learn through hearing (Fox et al, 2010). We can argue that our world is sorted between two types of information gathering; that of reading to learn and that of listening to learn. These two things work in conjunction with each other in almost every category of life. Research indicates that reading comprehension is supported by good listening comprehension skills (Fox et al, 2010) Before we read we listen. Reading aloud to young children is a fundamental strategy for language development and acquisition (Hoffman, 2011). Understanding the relationships between what is heard and what is written is a hallmark of early literacy. A diverse group of

listeners are brought together during a read aloud period and begin the process of extrapolating information. Studies performed by the US Department of Education indicate that statistically children are read to at home along the following percentages: White 41%, Asian, 26%, African American 23%, Hispanic 21%, and Native American 18%. The NEAP studies of literacy gaps indicate that minorities or non-whites in general, have lower scores in reading comprehension. This proposal will not prove a correlation between the two but it is none-the-less an interesting line of future study. Educators agree that reading aloud is crucial for early literacy. Studies using listening preview before independent reading show increased levels of reading comprehension in the classroom (Hawkins et al, 2010). We make use of a young childs ability to listen in order to teach them to read. As the children grow older we use this tool less and less. In children with Downs syndrome multiple studies using reading aloud techniques have shown that comprehension is better when older Downs Syndrome students are read to in conjunction with independent (Cupples and Iacono, 2000). For students with challenged abilities it makes sense to continue to use a method that assists in developing comprehension and achievement. Students from geographically impoverished areas, inner cities, reservations, some rural areas, also have greater challenges in developing literacy achievement. Finding specific studies that support reading aloud to older students is difficult. Students using oral reading strategies, (that of reading aloud themselves), to build comprehension has been documented with mixed result (Lane, 2007). Most studies on the benefits of reading aloud pertain to children from infancy to elementary school. Very little has been done to correlate reading aloud to High School students with increased reading comprehension achievement. This proposal will extrapolate much of the research from studies with younger children based on the

premise that reading is valuable, that reading fluency is desirable, and that ease in reading and writing allow for greater academic achievement. Despite the paucity of research on whether reading aloud to older students has relevancy in supporting greater comprehension, much interest is being taken in this topic. Reading aloud activities build background knowledge, language, and listening comprehension skills (Beck and McKeown, 2001). When students are struggling with decoding and reading fluency, use of structured reading aloud to promote increased comprehension seems to make sense. Reading aloud can be used to develop interest and motivation, introduce a new topic, and illustrate practical applications in content area concepts (Albright, 2002). Reading has become grade and test driven and more difficult by the time a student is in High School. Any issues arising from poor skill sets are most likely set and not easily remediated in a typical high school classroom (Dreher, 2003). Reading content becomes more complex when the students grow older. Using our ability to listen and understand is one of the strongest tools of the reading teachers box. Recapturing that use and making it a successful tool for students and teachers is opportune. Reading and writing are relevant. And as technology grows to service all aspect of our lives, the need for good comprehension becomes paramount. Reading aloud allows for the use of more complex comprehension strategies. These strategies bolster and help each other. We speak and understand at a rate of 150 words per minute; listening fluency allows for better comprehension and reduces the immediate need for reading fluency in remedial literacy programs.

Reading aloud can connect and facilitate the dialogic interactions that promote the acquisition of higher critical order thinking skills (Dreher, p. 51,2003 NEED PAGE HOW TO CITE?). Every English teacher knows that the more we talk about what we have read, the more we understand it. Group discussion is the backbone of the high school English class. Talking about what we read is crucial to developing cognitive functioning and development (Hall, 2006). Too often the challenged high school student couldnt really comprehend what was read the night before as homework and so cant take part in the ensuing class discussion. Engaging in peer discussion, talking about emotional responses to what we just read together, and connecting these responses to other texts or to the world around us a rite of a passage for students. Doing away with or compensating for, barriers to academic achievement is not only a passionately held wish of educators, but also a mandate from the United States Government. The promotion of literacy and of reading (NEA, 2010) is the nexus of 20th century high school pedagogy. Attaining a civil equity for all our students is the broad and admirable goal of No Child Left Behind. The actual practice is not, however, without difficulty. An informed democracy really does require a thoughtful citizenry (Banks et al, 2001). Teaching to the test does not allow for a great diversity of choice in reflection. We are tested on our acquisition of facts from a mandated curriculum. Voluntarily choosing to read book becomes a time trail within such an extensive and focused curriculum. We are losing our joy in reading, we are shrinking our book spending, and we are finding other things to do that dont include an armchair and a good book (NEA, 2010). And thus we are in danger of losing our independent education. What we learn and what knowledge we acquire is being encapsulated and dished out. To offer a Reading Initiative that helps to palliate these facts, that offers benefits, that carries no

financial burden and that can be implemented from one day to the next, and, that has a well spring of human emotional connectivity, is what this proposal will address.