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The Implementation of technology along with the read-aloud strategy in the middle grades

The Implementation of technology along with the read-aloud strategy in the middle grades. By: Alicia Satchell Chowan University Senior. Posing Question…. Would the implementation of technology along with the read-aloud strategy promote a more positive and engaging attitude towards reading?.

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The Implementation of technology along with the read-aloud strategy in the middle grades

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  1. The Implementation of technology along with the read-aloud strategy in the middle grades By: Alicia Satchell Chowan University Senior

  2. Posing Question… • Would the implementation of technology along with the read-aloud strategy promote a more positive and engaging attitude towards reading?

  3. How did this question come about….. Test scores seem to take a significant drop after elementary grades and our middle school students seem to be losing interest and focus in literature as a whole.

  4. interviews….. Participant 1 Participant 2 • “There is only one appropriate word for ELA and that is horribly boring! I do not understand why I have to read this when I am not going to remember it 10 years from now. I really like my teacher, but the subject is really boring.” • “I do enjoy reading, but I do not like reading what my teacher gives me. The books are okay, but they are old and I cannot relate to them as well as I want to. If we did more than just read a section and take a quiz, then I would like it a lot better.”

  5. Predictions: “Why do I believe this is happening?” • Are students not engaged because of boring reading material? • Are students not engaged because of teacher instruction? • Lack of differentiation in the classroom? • Are students not engaged due to other factors? • Home environment • Learning disability • Lack of motivation

  6. Statistics on reading scores… • Reading scores are improving in elementary school but seem to decline in the middle grades. • According to the 2009 National Assessment of Education Progress (NAEP) • 1 out of 3 students scored below the basic level when it comes to reading at a proficient level. This leads to a shocking outcome that 67% of all fourth graders scored “below proficient” • Also, in 2009, NAEP reported that 26% of eighth graders and 27% of 12th graders scored below the basic level on reading test.

  7. Digital natives vs. digital immigrants • Digital Natives (Today’s Students) • They are considered native speakers of the digital language of video games, computers and the Internet. • They were born into the technology era • Part of the 21st century learner. • Thrive on instant gratification • Digital Immigrants (Most of today’s teachers) • People who were not born into the digital world, but do have some knowledge of technology and become fascinated with it and try to adopt most of the new technology aspects that it has to offer. • “Did you get my email phone call”

  8. What is a read-aloud ? • Used in the primary grades • Focuses on skills such as comprehension, fluency, and/or vocabulary • Are often called “Interactive Read-Aloud” and encourages the student to become an active participant in reading/discussing the text along with the teacher. • Provides learning opportunities for emergent readers to scaffold and model comprehension strategies; engage readers; and, cultivate a community of learners.

  9. Dear Mr. Henshaw by Beverly Cleary • The Outsiders by S. E. Hinton • The Book Thief by Markus Zusak How can you integrate technology along with this strategy. 3 examples of books you can use…..

  10. What does research say? • Students who participate in read-alouds and are interactive in them, benefit both in their understanding of texts and in their attitudes towards learning and reading all together. • Conversations were deeper and on a higher level • It enhanced, motivated, and developed interest in reading for middle school students • Helps students with learning disabilities succeed. • Down factor • Some students have a lack of motivation and can just have a negative attitude towards read.

  11. Closure • Using this strategy more in the middle grades because it proves to be effective. • Technology stands at the forefront of education and learning as a whole. As teachers, we must reframe from the old ways and embrace the 21st century learner. • As educators, we must try and engage every student in literature as much as awe can. Literature is in every subject and if student cannot learn to relate to it and comprehend it, they will struggle throughout their school life. As educators, if we sit by and let this happen then we have done our students a huge injustice.

  12. References • Albright, K., L. (2002). Bring the ice maiden to life: engaging adolescents n learning through picture book read-alouds in content areas. Journal of Adolescents & Adult Literacy, 45(5), 418-428 • Cleary, B. (1983). Dear. Mr. Henshaw. New York: William Morrow and Company. • Delacruz, S. (2013). Using interactive read-alouds to increase k-2 students’ reading comprehension. Journal of Reading Education, 38(3), 21-27. • Hancock, R., M. (2007). Language Arts: Extending the Possibilities. New Jersey: Pearson Prentice Hall. • Hinton, E., S. (1997). The Outsiders. New York: Speak: Imprint of Penguin Putnam. • Lapp, D., Fisher, D. (2009) It’s all about the book: motivating teens to read. Journal of Adolescent & Adult Literacy 52(7), 556-561. doi: 10.1598/JAAL.52.7.1 • Lumpkin, A. (2010). Teachers and coaches as a leaders demonstrating character and competence. Journal of Physical Education: Recreation and Dance, 81(8), 49-52. doi: 10.080/07303084.2010.10598529 • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), 1-6

  13. References cont. • Rich, M. (2013). Study links drop in test scores to a decline in time spent reading. The New York Times. Retrieved from http://www.nytimes.com/2007/11/19/arts/19nea.html?_r=4&adxnnl=1&adxnnlx=1381888232-HQm96fcJPbbv9V/f9y7+2g. 11/19/2007. • Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. Reading Teacher, 61(5), 396-408. • Statistics about education in American. (2013). Student First: A movement to transform public education. Retrieved from http://www.studentsfirst.org/pages/the-stats • Tomlinson, A. C. (2013). What’s behind the idea of differentiated classrooms. Retrieved from http://www.ascd.org/publications/books/103107/chapters/What's-Behind-the-Idea-of-Differentiated-Classrooms%C2%A2.aspx • Wiseman, A. (2011). Interactive read alouds: teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38(6), 431-438. doi: 10.1007/s10643-010-0426-9 • Young adult books that changed our lives. (2013). CNN Living Staff. Retrieved from http://www.cnn.com/2013/10/07/living/best-young-adult-books/index.html 10/7/2013.

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