- Purpose of this study
My research topic is “The effectiveness of reading aloud”. I already learned the importance of reading aloud a little in some classes at Gunma university, but I am interested in that way so I want to know more about it. I think that knowing the effectiveness of reading aloud is important to me and to students. There are many English teachers who use reading aloud in their classes, but I think that they do not know about the effectiveness clearly. If teachers know it, they might use reading aloud more effectively and it means students can improve their abilities more. That is one of the purposes of this study. Through my experiences, I also want to know how reading aloud improved my English ability. I think that it will be helpful for me to become a good English teacher.
- Significance of this study
Students are required to gain four skills recently, and there are many new types of activities for them. However, I think that it is important to focus on improving the activity which we usually do in classes. It makes students feel relieved because they do what they are used to do already. It can also motivate them to learn English.
- Current situation of reading aloud
2-1 How to manage reading aloud instruction in Japanese secondary school
In Japan, teachers usually use the textbook for reading aloud. However, they are not seemed to have some ideas about when they do reading aloud or what contents they use for reading aloud. Depending on those things, the effectiveness of reading aloud changes significantly. Thus, it is good to know about it.
2-2 How students in Japanese secondary school use reading aloud
This is connected to how teachers use reading aloud. I think many students use the way only in classes, so I want to know about how students can use reading aloud in their studying.
- Research question
- How effective is reading aloud in Japanese secondary school?
- How do teachers use reading aloud instruction in class?
- Effective ways of reading aloud and the effects on students
4-1 The way of using reading aloud (Teachers)
The first common issue is the quality of instruction. The effectiveness of reading aloud is depending on how teachers use the strategies in the class. Baker (2015) argued “Of particular importance is providing high quality instruction when delivering comprehension content and teaching vocabulary”. Few studies looked at the quality of instruction, but I could find that a little difference influenced on how effective it is. That is why I think the quality of instruction is a big deal. Related to this issue, Burgess and Tracey (2006) argued “When using read-alouds, the teacher becomes the model for positive reading behaviors and the bridge for scaffolding the connection between text and read life”. This is also about instruction, and teachers need to think about how they read aloud as models for their students. Students do not have enough opportunities to read aloud and listen to English, so it is effective for students to be exposed to language and literature through the teachers’ models.
4-2 Effectiveness for students
The second common issue is the effectiveness on motivation and learning strategy. Jacobs (2016) argued “Perhaps the key goal of reading aloud lies in motivating students to read on their own, and most of that reading will be silent reading, although now and then students might read aloud”. Some researchers say that students’ comprehension skill is improved by reading aloud, but I came to think that it might not be true. Students usually read texts silently if they are not required to read aloud, but I cannot say they do not understand contents. However, students can have more opportunities to discuss with others if they use read-aloud strategy. It can encourage a love for reading.
5-1 Summary of this research paper
There are some kinds of the effectiveness of reading aloud for secondary school students and some ways of using reading aloud effectively in class.
5-2 Further research
I want to know the effect of reading aloud on remembering vocabulary. Some people read aloud to remember, but other people just write down vocabulary to remember them. I want to focus on the difference for Japanese students.
・Omar, A., & Saufi, M. M.(2015). Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study. Dinamika Ilmu, (v15 n1) p99-113 2015
・Jacobs, G.M. (2016). Dialogic reading aloud to promote extensive reading.
Extensive reading in Japan, (v9 n1), p10-13
・Marchessault, J. K., Larwin, K. H. (2013). Structured Read-Aloud In Middle School: The Potential Impact On Reading Achievement. Contemporary Issues In Education Research, (v6 n2), p241-246
・Baker, D. L., Santoro, L., Biancarrosa, G., Baker, S. K. (2015). Effects of Instruction on Student Vocabulary and Comprehension During Read Alouds. Society for Research on Educational Effectiveness
・Shinozuka, K., Shibata, S., Mizusawa, Y. (2017). Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students. English Language Teaching, (v10 n4), p1-14