The Benefits of Read Aloud in Middle School.

The Benefits of Read Aloud in Middle School.

Introduction

Growing research indicates that reading aloud to middle grade students is beneficial. Reading aloud makes reading exciting and motivational. It is vital in all grade levels and is something students never outgrow (Keene & Zimmerman, 2007). Janalyn Meechan (2006) suggests reading nonfiction aloud to generate excitement. Reading aloud offers much enjoyment for older children as well as younger students (Meechan, 2006). When surveyed, sixty-two percent of a group of sixth graders remembered their best experiences in school were when their teachers read aloud to them (Ivey & Broaddus, 2001).

Reading aloud at all grade levels is important. Students learn by watching what is modeled. Picture books today are more complex than most people think. They have a depth that younger students may not grasp, but older students will benefit from. Picture books can be found on a variety of topics and genres. Reading aloud allows the teacher to model “think aloud”, an essential strategy for student comprehension. Students learn to make personal connections between their lives, other texts, and the world they live in. Inferring is not just an isolated skill, but one that comes alive when teachers model it. These and many OTHER strategies give students tools they can utilize when reading: making reading more enjoyable, and comprehension deeper (Ariail, 2005). These strategies engage students in their reading and make comprehension easier so students will become more involved in their learning process.

Reading aloud to students encourages all students to read. Many intermediate students who enjoy reading stated that having their teacher read aloud to them played an important role in their reading interest. Teachers need to be sure to vary their genres when reading aloud, in order to interest all students. Pat Cunningham, founder of the four block teaching method, suggests that females have a tendency to read more fiction while males read more nonfiction. Teachers need to balance nonfiction and fiction read-aloud so that all children will enjoy the read aloud process (Cunningham, 2005).

Students have to read often as it increases their awareness of the English language. It contributes to their vocabulary and listening skills. Teachers model to students what “good readers” sound like and how “good writers” write, using strategies that are necessary and useful for deciphering the text. The strategies become tools the students can utilize when reading on their own. Students learn to make connections to the text by making text to self, text to text and text to world connections. They learn to predict outcomes and visualize what they are reading. These tools contribute to their understanding, providing them with opportunities to stay engaged with the text, and obtain meaning. Strategies are also necessary tools for students when reading informational books. The reading is more difficult, and by sharing informational read-aloud, students can learn the informational text language.

Discussion

“Research indicates that motivation, interest and engagement are often enhanced when teachers read aloud to middle school students” (Albright & Ariail, ...