Journal of Research in Innovative Teaching - National University

e) Assign students to read with a 2.24 (rank 1) 2.67 (rank 2)
small group of other students.
f) Assign students to read 3.00 (rank 2) 2.27 (rank 1†)
independently or silently during
class.
* Fifty-two participants responded to the question, and two participants reported either
“rural” or “other.”
† Two reading tasks were ranked on average at 2.27.
Because reading aloud is a common and useful literacy activity in elementary classrooms, the
survey asked respondents to elaborate on the read-aloud practices of primary and upper grade
teachers. With the exception of the turn-taking approach (i.e., whole-class oral reading)
described in this question, the most common approach for read-alouds among primary teachers
was for the teacher to read with the student following along (see Table 6). Interestingly, this was
even more common among the upper grade teachers. A large group of teachers in both primary
and upper elementary classrooms still prefer the approach with students taking turns reading
aloud to the others. Primary teachers did indicate some preference for reading aloud while
students listen, but do not read along. No upper -grade teachers favored this approach.
Table 6
Read Aloud Preferences
Read Aloud Approach Primary Upper Total
Teacher w/student to 22 (52%) 12 (67%) 34 (57%)
follow along
Students take turns reading 15 (36%) 7 (39%) 22 (37%)
aloud
Audio with students to 0 (0%) 1 (6%) 1 (2%)
follow
Students listen but do not
follow along
5 (12%) 0 (0%) 5 (8%)
Total 42 18* 60*
* Some respondents selected more than one response.
When students struggle with a text, teachers indicated preferences for techniques to assist them
with the material. Few teachers at any elementary grade level preferred listening or lecture as a
way to assist students. In both upper-elementary and primary-grade teacher groups, there is a
strong preference for having students work in groups when the text is very difficult (see Table 7).
The second most common approach for both groups was to provide an alternate text.
Table 7
Teacher Preferences When Readers Struggle
Students Primary Upper Total
Listen/lecture 4 0 4
Video 2 4 6
Reread text 9 3 12
Alternate text 25 12 37
Work in group with strong 35 13 48
readers
Other 4 3 7
108