The Effects of Teacher Read-Alouds and Student Silent Reading on Predominantly Bilingual High School Seniors' Learning and Retention of Social Studies Content

Autor/inn/en	Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon
Titel	The Effects of Teacher Read-Alouds and Student Silent Reading on Predominantly Bilingual High School Seniors' Learning and Retention of Social Studies Content
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 7, S.1119-1140 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9478-8
Schlagwörter	Bilingualism; High School Students; Reading Aloud to Others; United States History; Social Studies; Course Content; Reading Comprehension; Sustained Silent Reading; Spanish; English (Second Language); Second Language Learning; Educational Quality; Instructional Effectiveness; Vocabulary Development; Teaching Methods; Student Attitudes + Suchen Sie Ihr Suchwort? Bilingualismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gemeinschaftskunde; Kursprogramm; Leseverstehen; Stilles Lesen; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Quality of education; Bildungsqualität; Unterrichtserfolg; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10