Overview

Introduction

This study was intended as an exploratory study to find out if students reacted differently to reading aloud and to audiobooks. I intended primarily to compare reading motivation using the McKenna Kear Reading Attitude Survey. I would also observe the students as they listened and would conduct group interviews. What I found was that the students said they preferred audiobooks, but were more engaged and attentive during the read-alouds. In addition, the majority of their survey scores were higher after the read-aloud sessions than after the audiobook sessions.

Research Question

What are the differences, if any, in student reading motivation between reading aloud and listening to audio tape for students at a small urban school in the Southeastern United States? 

Background

Students at my school have come a long way since 2000, when 74% of our fourth graders did not meet standards in reading and language arts.  In 2006, 37% of our fourth graders still did not meet standards in those areas. Although we have improved we still need to find better ways to teach our students to read. 

Because I have used audiobooks with my own children I thought it might be a good idea to use them with the students at my school.  However, as I researched this strategy, I realized that many of the benefits for audiobooks can also be achieved by reading aloud. 

I wanted to find out which method would be better.

Importance of the Study

  • The desire and ability to read is considered to be fundamental to and a good predictor of student skills in all subject areas.
  • Schools have limited resources of time and money.  Therefore it is important not only to know what works, but which methods of teaching reading work best.
  • Reading aloud is cheap in terms of money, but expensive in terms of time.  Audiobooks are expensive in monetary terms, but economical in terms of time and allow for differentiation of instruction.
  • Knowing which works best with my students will help me to teach them better. 

Context

  • A small urban school in a major city in the Southeastern United States
  • 100% African-American
  • 98% free or reduced lunches
  • 78% of the residents of our community live below the poverty level. 80% of the families are headed by women.
  • The 18 students participating in this study attend the school’s after-school program. 
  • They are in grades 3, 4 and 5.