This discourse explores a different approach to supporting reading comprehension. It addresses the role of storybook read-alouds. It particularly investigates the role of collaborative discussion combined with the use of graphic organizers as a way to increase children’s comprehension.

“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (Anderson et al. 1985, 23). During read-alouds, it is important to discuss with children what they are hearing (Fountas & Pinnell 1996). An earlier study also found that elementary children’s word acquisition and understanding of oral and written language improved when interactions occurred during read-alouds (Elley 1989). By “processing the information that they hear, children ordinarily accumulate aspects of meaning about new words, as well as information about the logical relations implied by the syntactic elements of language” (Meyer et al. 1994, 73).

Although read-alouds are valuable literacy activities in themselves, some children need further support to help them organize what they have heard. Graphic organizers are one strategy that can be used (Kim et al. 2004). Graphic organizers can include pictures, diagrams, charts, or other visual representations of the content and meaning of the text.

Using collaborative discussion and child-created graphic organizers to enhance read-alouds is a promising practice for scaffolding children’s comprehension of stories. I strongly believe that I have a new teaching strategy on which I can expand as I continue to support the reading comprehension of children in future classrooms.

References:

Anderson, R.C., E.H. Hiebert, J.A. Scott, & I.A.G. Wilkinson. 1985. Becoming a nation of readers: The   

              report of the Commission on Reading. ERIC ED253865. Champaign, IL: National Academy of       

              Education. www. eric.ed.gov/ERICDocsdataericdocs2sql/     

              content_storage_01/0000019b.2e.d7.9c.pdf

Elley, W.B. 1989. Vocabulary acquisition from listening to stories. Reading Research Quarterly 24 (2):

              174–87.

Fountas, I.C., & G.S. Pinnell. 1996. Guided reading: Good first teaching for all children. Portsmouth, NH:

              Heinemann.

Meyer, L.A., J.L. Wardrop, S.A. Stahl, & R.L. Linn. 1994. Effects of reading storybooks aloud to children.

               Journal of Educational Research 88 (2): 69–94.

By: Malou Pastorfide | T-III | Limay Elementary School