Integrating Novel Effect During Read-Alouds: Preliminary Evidence for a Balanced Approach

Framework

The research primarily embodies a constructivist perspective, emphasizing the active role of learners in constructing their own knowledge and understanding. This is evident in the focus on student engagement and the use of interactive read alouds to facilitate meaningful interactions with the text. The study also aligns with a sociocultural perspective, recognizing the importance of social interaction and cultural context in shaping learning experiences. Additionally, the research implicitly draws on literacy development theories, particularly those that highlight the importance of reading aloud in fostering literacy skills and a love for reading.

Methods

This action research employed a quasi-experimental design and was conducted in two primary classrooms (first and third grade) at a public lab school in South Florida. The participants included 43 students (22 first graders and 21 third graders) and two experienced female teachers.

Multiple data sources were used to gather information on student engagement and comprehension:
1. Teacher research journals documenting student comments and behaviors
2. Student surveys to gauge excitement and engagement levels
3. Focus groups with students to gain deeper insights into their experiences
4. Individual interviews with students exhibiting notable reactions
5. Accelerated Reader (AR) quizzes to measure comprehension

Data analysis involved both quantitative and qualitative methods. AR quiz scores and engagement rates were analyzed quantitatively, while teacher journals, focus group discussions, and interviews were analyzed qualitatively to identify themes and patterns.

The study followed a repeated measures design, where each class experienced multiple read-aloud sessions, both with and without the use of the Novel Effect app. This allowed for a comparison of student engagement and comprehension under both conditions.

Results

The results of the study revealed three key findings:

1. No Significant Impact on Comprehension: The integration of Novel Effect did not lead to a statistically significant improvement in reading comprehension.

2. Engagement Rates: Novel Effect positively impacted student engagement, particularly among first graders.
These findings suggest that Novel Effect can enhance the read-aloud experience by increasing student engagement, especially among younger learners. However, it does not appear to directly improve comprehension. The study also highlights the importance of balancing technology integration with traditional teaching practices.

3. First Graders Favored Novel Effect: First-grade students expressed a strong preference for using Novel Effect during read-alouds.

Importance

This study holds significant educational and scientific importance, offering valuable insights for conference audiences in the following areas:

1. Impact of Emerging Technology: It provides empirical evidence on the potential benefits and limitations of using Novel Effect in primary classrooms.

2. Evidence-Based Pedagogy: It contributes to evidence-based research in education, emphasizing data-driven decision-making.

3. Student-Centered Learning: It underscores the importance of considering student preferences and responses when implementing new technologies.

4. Literacy Development: It explores how technology can support and enhance traditional literacy activities.

5. Developmental Considerations: It highlights the importance of considering developmental factors when integrating technology in education.

6. Practical Implications: It offers practical implications for educators, administrators, and technology developers regarding the use of Novel Effect and similar tools.

References

- Anderson, R. C. (1985). Becoming a nation of readers: The report of the Commission on Reading.
- Cole, M. W., Dunston, P. J., & Butler, T. (2017). Engaging English language learners through interactive read-alouds: a literature review. English Teaching: Practice & Critique, 16(1), 97-109.
- Fisher, D., et al. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17.
- Helbig, S., & Piazza, S. V. (2020). Let's Read a Story!: Collaborative Meaning Making, Student Engagement, and Vocabulary Building Through the Use of Interactive Read-Alouds. Michigan Reading Journal, 53(1), 6.
- Wiseman, A. (2011). Interactive read-alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38, 431-438.
- Wright, T. S. (2019). Reading to learn from the start: The power of interactive read-alouds. American Educator, 42(4), 4.