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• W838015280 abstract "In the early academic years, read aloud time is frequently incorporated in the daily classroom schedule. For our investigation, we wondered if certain strategies (interactivity, scaffolding, and modeling enthusiasm) would help to foster deeper connections, conversation, and literary skills when used during read aloud time. We observed teacher-directed read aloud time in two Montessori environments, one with toddlers ages 2-3, and one with elementary children ages 6-9. We used various sources of data collection methods to help us track student engagement and focus, with and without the strategies implemented. The results of the study showed that more children stayed focused and engaged longer during read aloud when the teacher used scaffolding, showed enthusiasm and was interactive while reading. When these strategies were not implemented during a read aloud time, children became more easily distracted and were less inclined to make related comments or ask questions. Interactivity, enthusiasm, and scaffolding helped the children to make insightful connections within the text and to their own lives. In order to make read aloud time a more effective learning experience in the classroom, these strategies can be practiced regularly. To continue to help foster early reading skills and maintain an interest in literacy, interactivity, scaffolding and enthusiasm can be implemented during every classroom read aloud time. READ ALOUD ENGAGEMENT 3 We both find that read aloud time is one of the most important parts of the day for us as teachers, for the children, and for the classroom community as a whole. As much of the Montessori philosophy fosters independence in the classroom, it also places much value to creating a sense of community. After an extended work cycle period where children are working either independently or in small group lessons, read aloud time is a great way to reinstate that sense of community, gathering the children and teacher together to embrace each others’ company. It is during this time that the children can relax, get lost in a story, use their imaginations, connect to characters, and reflect. Book discussions are a vital tool for teachers, as they give us an opportunity to embed lessons and assess children informally. We can use story elements to show comparisons, model conflict/resolution, formulate predictions, as well as various other reading strategies. By informally modeling these literacy skills through read aloud time and discussion, students often begin to use these same practices in their independent reading. However, these moments are only teachable moments if the children are engaged. After reviewing literature on read aloud time engagement, we found that three strategies were suggested: 1. being interactive, 2. scaffolding learning, and 3. modeling enthusiasm. For our action research we wanted to test these strategies during read aloud time in our own classrooms. We decided to first observe read aloud time without the implementation of strategies and then observe with the strategies being used. This would allow us to compare the children’s behavior, facial expressions, movements, and verbal responses to the text in order to draw conclusions on the strategies effect on engagement during read aloud time. Our action research took place at two Montessori schools. One houses grades preK (As early as age 2.5) through upper elementary (Age 12), while the other houses only READ ALOUD ENGAGEMENT 4 pre-K ages. Both of the schools are private for-profit Montessori schools. The children come from middle to upper class families and vary in race and ethnicity, as both schools are located in diverse areas. The participants in our action research were the children in our classrooms. One of these classrooms was a toddler program with children ages two through three and the other an elementary classroom with children ages six through nine. Each classroom had 11 participants. Review of Literature Literacy is the basis for every child’s educational career. An important part of literacy in the classrooms is read aloud time (Coiro, 2003). Children enjoy being read to, and it is during this time that they are able to take in new information, be exposed to new vocabulary, and use their thinking skills to make sense of the story and reflect upon it. Younger aged children have more advanced listening skills than reading skills (Coiro, 2003). Until their reading skills become stronger, reading books aloud is a way to offer more complex content and material to them (Coiro, 2003; Olson, 2001). The more attentive and focused children are during read aloud time, the more meaningful the experience will be (Coiro, 2003). According to Montessori, normalization is the willing progression of a child’s attention span (Seldin & Epstein, 2006). Montessori defines normalization through a number of behaviors exhibited by a child. Profound spontaneous concentration, attachment to reality, independence and initiative, and spontaneous self-discipline are a few of the behaviors observed during the process of normalization (Seldin & Epstein, READ ALOUD ENGAGEMENT 5 2006). Currently, children are exposed to constant technology and stimuli that shorten their attention span (Ritchel, 2010). Research has shown that technology affects the brain differently in children than adults. Developing brains are less capable of staying focused on one task now that technology offers a constant stream of stimuli (Ritchel, 2010). Sustaining attention is difficult in developing brains because they are more susceptible to switching tasks (Ritchel, 2010). With a shorter attention span, it is more difficult for children to stay engaged. This poses an issue for teachers who want to incorporate read aloud time due to the many academic benefits it offers. The following sections examine various strategies teachers can use to keep children engaged and attentive during read aloud time." @default.
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• W838015280 date "2015-01-01" @default.
• W838015280 modified "2023-09-27" @default.
• W838015280 title "The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time" @default.
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