Date of Award
5-2015
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Olivia Christensen
Department/School
Montessori Early Childhood, Montessori Elementary Education
Abstract
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.
Recommended Citation
Agnello, Sara and Yengle, Mary. (2015). The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/113
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons