The effects of teacher’s reading aloud versus students’ silent reading on surface and deep level comprehension: A quasi-experimental study from a tertiary context

Yıl 2019, Sayı: 17, 288 - 297, 21.12.2019

Elif Kemaloglu-er

https://doi.org/10.29000/rumelide.656755

Öz

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text on the surface and deep level reading comprehension of tertiary EFL students. 60 pre-intermediate students of English participated in the study. The research was designed as a quasi-experimental study with an experimental and a control group. The experimental group had an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s reading aloud and students’ silent reading conditions in surface level comprehension, yet students’ silent reading was found to be significantly more effective than teacher’s reading aloud in deep level comprehension. The study implies that students’ silent reading can be preferred over teacher’s reading aloud in EFL classes when reading informational texts. Another implication signals the possibility of eclectic in-class reading practices compromising two strategies in accordance with their functions. According to this paradigm, teacher’s reading aloud can be used as a bridge in comprehending the text at the surface level, which could then be followed by students’ silent reading for in-depth comprehension.

Anahtar Kelimeler

EFL reading, teacher’s reading aloud, students’ silent reading, surface level reading comprehension, deep level reading comprehension

Öğretmenin sesli okuması ve öğrencilerin sessiz okumasının yüzeysel ve derin düzey anlama üzerindeki etkileri: Yükseköğretim bağlamından yarı deneysel bir çalışma

Öz

Yabancı dil olarak İngilizce öğretilen bağlamlarda öğretmenin sesli okumasına karşılık öğrencilerin sessiz okumasının okumayı anlama üzerindeki etkileriyle ilgili sınırlı sayıda araştırma vardır. Bu araştırma bir bilgi metninin öğretmen tarafından sesli okunmasına karşılık öğrenciler tarafından sessiz okunmasının üniversitede yabancı dil olarak İngilizce öğrenen öğrencilerin yüzeysel ve derin düzeydeki okuma-anlamasına olan etkilerinin incelendiği, türünün ilk örneği bir çalışma olması nedeniyle önemlidir. Çalışmaya İngilizce düzeyleri ön-orta olan 60 öğrenci katılmıştır. Araştırma deneysel grup ve kontrol grubuyla yürütülen yarı-deneysel bir çalışma olarak düzenlenmiştir. Deneysel gruba öğretmen tarafından bir bilgi metni okunmuş, kontrol grubu ise aynı metni sessiz okumuştur. Uygulamaların okuma-anlamadaki etkilerini ölçmek için iki ölçüt kullanılmıştır. Kullanılan ölçütler yüzeysel düzey anlamayı ölçen çoktan seçmeli test ve derinlemesine anlamayı ölçen sözcük gruplarıyla boşluk doldurma testidir. Sonuçlar öğretmenin sesli okuması ve öğrencilerin sessiz okuma koşulları arasında yüzeysel düzey anlama açısından anlamlı bir fark olmadığını göstermiştir. Ancak derin düzey anlamada, öğrencilerin sessiz okumasının öğretmenin sesli okumasına göre anlamlı olarak daha etkili olduğu bulunmuştur. Çalışma İngilizcenin yabancı dil olarak öğrenildiği sınıflarda bilgi metinleri okurken öğrencilerin sessiz okumasının öğretmenin sesli okumasına tercih edilebileceğini dolaylı olarak ortaya koymaktadır. Araştırma, iki stratejiyi işlevlerine göre uzlaştıran eklektik sınıf içi okuma uygulamalarının mümkün olabileceğine de işaret etmektedir. Bu paradigmaya göre öğretmenin sesli okuması metni yüzeysel olarak kavramada bir köprü olarak kullanılabilir ve bu durumu, derin düzey anlamaya yönelik olarak öğrencilerin sessiz okuması takip edebilir.

Anahtar Kelimeler

Yabancı dil olarak İngilizce öğreniminde okuma, öğretmenin sesli okuması, öğrencilerin sessiz okuması, yüzeysel düzey okuma-anlama, derin düzey okuma-anlama

Kaynakça

• Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In E.H. Hiebert (ed.) Reading more, reading better (pp. 163–189). New York, NY: Guilford. Al-Mansour, N. S. & Al-Shorman, R. A. (2011). The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students. Journal of King Saud University – Languages and Translation, 23, 69–76. Amer, A. A. (1997). The effect of the teacher’s reading aloud on the reading comprehension of EFL students. ELT Journal, 51(1), 43-47. Butkowsky, I. S. & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 408–422. Dhaif, H. (1990). Reading aloud for comprehension: a neglected teaching aid. Reading in a Foreign Language, 7(1), 457-464. Dowhower, S. L. (1987). Effects of repeated reading on second grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389-406. Dwyer, M. A. (1983). Some strategies for improving reading efficiency. FORUM, 12(3), 5-10. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187. http://dx.doi.org/10.2307/747863 Gabrielatos, C. (2002). Reading loud and clear: Reading aloud in ELT. Retrieved from ERIC database. (ED477572). Gardner, K. (1986). Reading in today’s schools. Edinburgh: Oliver and Boyd. Greenall, G. (1981). Developing a useful attitude to reading. In London workshop English language teaching for the Arab world. London: Oxford. Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. http://dx.doi.org/10.1037/0022-0663.94.3.465 Güler, C. Y. (2013). Is teacher’s reading aloud an effective strategy or not? ELT Research Journal, 2(4), 164-175. Hale, A. D., Skinner, C. H., Williams, J., Hawkins, R., Neddenriep, C. E., & Dizer, J. (2007). Comparing comprehension following silent and aloud reading across elementary and secondary students: Implication for curriculum-based measurement. The Behavior Analyst Today, 8, 9-23. Hopkins, G. (1997). Sustained silent reading helps develop independent readers and writers. New York: HarperCollins. Jacobs, G. & Hannah, D. (2004). Combining cooperative learning with reading aloud by teachers. International Journal of English Studies, 4(1), 97-118. Kailani, T. Z. (1998). Reading aloud in EFL revisited. Reading in a Foreign Language, 12(1), 281-294. Kowsary, M. A. (2013). The effect of teacher's reading aloud on Iranian EFL learners' reading comprehension. (Unpublished MA thesis). Hakim Sabzevari University, Sabzevar, Iran. Kowsary, M. A. & Rouhani, Y. (2013). The relationship between teacher’s storytelling aloud and reading comprehension among Iranian elementary learners. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 225-234. May, C. G. (1986). Effects of reading aloud in English on the reading ability and attitudes of Spanish-speaking children (Hispanic, oral). (1986). (Unpublished doctoral dissertation). University of Massachusetts, USA. Meyer, L. A., Wardrop, J. L., Linn, R. L., & Hastings, C. N. (1993). Effects of ability and setting on kindergartners' reading performance. Journal of Educational Research, 86(3), 142-160. Mol, S. E. & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. Pegg, L., & Bartelheim, F. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/771 Reed, D. K., Swanson, E., Petscher, Y. & Vaughn, S. (2014). The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content. Read Writ., 27(7), 1119–1140. doi:10.1007/s11145-013-9478-8. Sadeghi, K. (2014). Phraze cloze: A better measure of reading? The Reading Matrix, 14(1), 76-94. Santos, J. (1987). The effects of teachers’ reading aloud on the second language learner's reading comprehension, listening comprehension, and attitude towards reading. (Unpublished doctoral dissertation). Boston University, USA. Smith, F. (2007). Reading: FAQ. New York: Teachers College Press. Swaffer, J., Arnes, M. & Byrnes, H. (1991). Reading for meaning: An integrated approach to language learning, New Jersey: Prentice Hall. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275. Terblanche, L. (2002). Read alouds: So they enhance students’ ability to read? New York: New York City Board of Education. Retrieved from ERIC database. (ED465192). Thiele, J. (2014). Link between oral reading and comprehension for Second Language Learners. Davaria: PAU’S Academic Journal, 3 Retrieved from http://www.pau.ac.pg/uploaded_assets /440856- Trelease, J. (2001). The read-aloud handbook. New York: Penguin Books. Varon, J. S., Acuna, C. R. & Munoz, A. Z. (2012). Reading aloud as an instructional strategy to develop elementary school children’s reading skills in a foreign language (Unpublished paper). Universidad Tecnologica de Pereira, Colombia. Retrieved from http://recursosbiblioteca.utp.edu.co /tesisd/textoyanexos/372452S237.pdf Zolfagharkhani, M. & Kowsary, M. A. (2013). The relationship between reading-aloud strategies and comprehension among Iranian EFL learners at pre-intermediate levels. CSCanada Studies in Literature and Language, 6(1), 74-77.