1. “How do Interactive Read-Alouds affect student comprehension?” Tami Krahenbuhl

2. Discussions with parents, teacher, and grandparents it became evident the student struggles with comprehension. A level two Qualitative Reading Inventory (QRI) identifies the student at a frustration level. QRI given orally in order to assess listening comprehension Interactive Read-Alouds selected as strategy to improve comprehension. Identification of Problem

3. Interactive Read-Alouds Common themes of improving reading and listening comprehension skills, vocabulary development, building background knowledge, and discussion are established among literature when discussing Read-Alouds. Harvey and Goudvis (2007) believe Interactive Read-Alouds are the tool to use when teaching comprehension skills.

4. How to implement Interactive Read-Alouds

5. Preparation Selection of books – based on interest and instructional level Teacher practice – ability to read book fluenty and know when to stop for Think-Alouds Fisher, Flood, Lapp, and Frey (2004) express their belief of the importance of fluent and expressive reading modeled by the teacher.

6. During the Interactive Read-Aloud Identify a purpose for reading – specific reading strategy Activate background knowledge (Harvey and Goudvis, 2007) Modeling - Throughout the reading stop and discuss important parts of text. Text-Talk should scaffold student responses and allow them to expand on their thoughts by asking open-ended questions (Beck & McKeown, 2001). Students are paired up in “book club partners” in order to provide structured opportunities to discuss the text throughout the reading (Santoro, Chard, Howard, & Baker, 2008).

7. Finishing the lesson Teacher model retelling and discuss new vocabulary. Fisher et al. (2004) value the teacher making connections between the Read-Aloud and independent reading and writing.

8. Implementation of study

9. Five sessions of Interactive Read-Alouds with student. Books selected on interest level and instructional level 2-3 books used for each session Purpose for lessons: making connections, inferences, predictions, and retelling Discussion of text before, during, and after Interactive Read-Aloud.

10. Quantitative Results Post-assessment QRI Level 2 – given in the form of Interactive Read-Aloud Student able to give more description during retelling. Student able to answer more implicit and explicit questions. Identified student moved out of frustration level and into top scores of instructional level.

11. Qualitative Results Although growth is minimal, the student was able to take the strategies modeled and began to use them Student able to ask for clarification during an Interactive Read-Aloud Student confidence improved – noted through observation and discussion with parents

12. Implications Interactive Read-Alouds not only beneficial to whole group settings, but to individual students Preparation is key – practice and setting a purpose Strategy will be implemented in future classroom Read-Alouds are appropriate for all ages and can be equated to a “commercial for the pleasures of reading” (Trelease, 2006).

13. References Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. (Cover Story). Reading teacher, 55(1), 10. Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices?. Reading teacher, 58(1), 8-17. doi: 10.1598/RT.58.1.1. Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding engagement. Maine: Stenhouse Publishers. Leslie, L. & Caldwell, J. (2001). Qualitative reading inventory-3. New York: Longman. Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. Reading teacher, 61(5), 396-408. doi: 10.1598/RT.61.5.4. Trelease, J. (2006). The read-aloud handbook. New York: Penguin Books.

14. Children’s Book Cited Allard, H. & Marshall, J. (1985). Miss Nelson has a field day. Boston: Houghton Mifflin Company. Allard, H. & Marshall, J. (1982). Miss Nelson is back. Boston: Houghton Mifflin Company. Allard, H. & Marshall, J. (1977). Miss Nelson is missing. Boston: Houghton Mifflin Company. Brett, J. (1997) The hat. New York: G.P. Putnum’s Sons. Polacco, P. (1990). Thunder cake. New York: The Putnum & Grosset Group. Sendak, M. (1963). Where the wild things are. Harper Collins Publisher. Seuss, Dr. (1984). The butter battle book. New York: Random House. Slobodkina, E. (1940). Caps for sale: A tale of a peddler, some monkeys and their monkey business. New York: Scholastic Inc.