Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander
This research report presents the procedure and results of an action research study aimed at determining the ways in which the implementation of interactive read-alouds with pictures books in online sessions affected the reading learning experiences of a group of fifth-graders at a private school in...
- Autores:
-
Estévez Gutiérrez, Katherine
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/35256
- Acceso en línea:
- http://hdl.handle.net/11634/35256
- Palabra clave:
- action research
pictures books
interactive read-alouds
online teaching
reading learning experiences
Didáctica
Segunda Lengua -- Ingles
Licenciatura en Lenguas Extranjeras Inglés
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| title |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| spellingShingle |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander action research pictures books interactive read-alouds online teaching reading learning experiences Didáctica Segunda Lengua -- Ingles Licenciatura en Lenguas Extranjeras Inglés |
| title_short |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| title_full |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| title_fullStr |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| title_full_unstemmed |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| title_sort |
Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander |
| dc.creator.fl_str_mv |
Estévez Gutiérrez, Katherine |
| dc.contributor.advisor.none.fl_str_mv |
López Bustos, Dixon Francisco |
| dc.contributor.author.none.fl_str_mv |
Estévez Gutiérrez, Katherine |
| dc.contributor.corporatename.spa.fl_str_mv |
Universidad Santo Tomas |
| dc.subject.keyword.spa.fl_str_mv |
action research pictures books interactive read-alouds online teaching reading learning experiences |
| topic |
action research pictures books interactive read-alouds online teaching reading learning experiences Didáctica Segunda Lengua -- Ingles Licenciatura en Lenguas Extranjeras Inglés |
| dc.subject.lemb.spa.fl_str_mv |
Didáctica Segunda Lengua -- Ingles Licenciatura en Lenguas Extranjeras Inglés |
| description |
This research report presents the procedure and results of an action research study aimed at determining the ways in which the implementation of interactive read-alouds with pictures books in online sessions affected the reading learning experiences of a group of fifth-graders at a private school in Floridablanca, Santander. Twenty-nine fifth graders participated in the study for over seven months during 2019 and 2020. Data were collected through classroom observation, diagnostic tests, teacher’s journals, class videos, and a survey. These data were analyzed through process coding to determine the effects of implementing the proposed strategy. The outcomes of the strategy were quite positive. The findings revealed that the pedagogical intervention influenced the students’ reading learning experiences in two main ways: First, it enriched their learning experiences by improving the quality and quantity of interactions in L1 and L2, and by promoting more positive attitudes towards reading in English. Second, the pedagogical intervention led the teacher to monitor and adapt her teaching, and these changes improved the students’ overall learning experience. The study derived some implications for teachers willing to carry out similar pedagogical interventions. |
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2021 |
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2021-08-09T13:38:10Z |
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2021-08-09T13:38:10Z |
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2021-08-03 |
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Estévez Gutiérrez, K. (2021). Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositoiro Institucional USTA |
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http://hdl.handle.net/11634/35256 |
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Estévez Gutiérrez, K. (2021). Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositoiro Institucional USTA reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Bendett, D., Black, J., Lipton, J., & Malwitz, D. (2019). Kindergarten Writing Curriculum. Oradell Public School District. Retrieved from https://docs.google.com/document/d/1JR12Ri_yl mc51D7rEI0BCCnTWoiVM0ilj7DbDir6Zs Brown, D. (2015). Teaching by principles. An interactive approach to language pedagogy. Third edition. NY: Longman. Chang, S. H., & Henley, T. B. (2021). Working Memory in Chinese Text Comprehension. PSI CHI JOURNAL. https://doi.org/10.24839/2325-7342.JN26.1.26 Chou, P. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108-115 Dennis, D.V. (2008). Are assessment data really driving middle school reading instruction? What we can learn from one student’s experience. Journal of Adolescent and Adult Literacy, 51: 578-587. https://doi.org/10.1598/JAAL.51.7.5 Griffee, D. T. (2018). An introduction to second language research methods, design and data. 2nd Edition. TESL-EJ Publications. Hashemifardnia, A., Namaziandost, E., Esfahani, F. (2018). The Effect of Teaching Picture-books on Iranian Elementary EFL Learners’ Vocabulary Learning. Journal of English Language Teaching and Linguistics. INSANTE. (2019). Principios Rectores. Plataforma pedagógica institucional Insante. Kemmis, S., McTaggart, R. (2000). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage. Manak, J. (2011). The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read-Alouds on the Writing of Third Graders During Writing Workshop. Reading Research Quarterly. https://doi.org/10.1002/RRQ.001 Mazabel, S. (n.d.). Which Cognitive Processes Relate to Reading? Dynaread. Helping children succeed. Retrieved from https://www.dynaread.com/which-cognitive-processes-relate to-reading Mills, K. A. (2017). Multimodal Literacy. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.232 McGee, L. M., Schickedanz, J. (2007). Repeated interactive read-alouds in Preschool and Kindergarten. The Reading Teacher. 60(8), 742-751 Mohd, M. A., Radzuwan R., Kamarul S. (2019). Investigating Issues and Challenges in Employing Action Research for Teacher Training in Malaysian Context. International Journal of Education and Practice, 7(1): 30-40. DOI: 10.18488/journal.61.2019.71.30.40 Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal. 34(6):439-447 Peterson, K. & Chamberlain, K. (2015). “Everybody Treated Him Like He Was From Another World”: Bilingual Fourth Graders Develop Social Awareness Through Interactive Read Alouds Focused on Critical Literacies. Literacy Research and Instruction, 54:3, 231-255, DOI: 10.1080/19388071.2015.1027020 Richards, J., & Rodgers, T. (1982). Method: Approach, Design, and Procedure. TESOL Quarterly, 16(2), 153-168. Saldaña, J. (2014). Coding and Analysis Strategies. Oxford handbook of qualitative research. https://doi.org/10.1093/oxfordhb/9780190847388.013.33 Takaloo, N. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education. http://dx.doi.org/10.18869/acadpub.ijree.2.3.10 Uribe, E. O. (2015). Improving EFL Students' Performance in Reading Comprehension Through Explicit Instruction in Strategies. http://dx.doi.org/10.16925/ra.v17i31.1271 Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert and G. M. Petrie (Eds.) CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Earlbaum. Wiseman, A. (2011). Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together. Early Childhood Education Journal. 38. 431-438. http://dx.doi.org/10.1007/s10643-010-0426-9 |
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López Bustos, Dixon FranciscoEstévez Gutiérrez, KatherineUniversidad Santo Tomas2021-08-09T13:38:10Z2021-08-09T13:38:10Z2021-08-03Estévez Gutiérrez, K. (2021). Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositoiro Institucional USTAhttp://hdl.handle.net/11634/35256reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coThis research report presents the procedure and results of an action research study aimed at determining the ways in which the implementation of interactive read-alouds with pictures books in online sessions affected the reading learning experiences of a group of fifth-graders at a private school in Floridablanca, Santander. Twenty-nine fifth graders participated in the study for over seven months during 2019 and 2020. Data were collected through classroom observation, diagnostic tests, teacher’s journals, class videos, and a survey. These data were analyzed through process coding to determine the effects of implementing the proposed strategy. The outcomes of the strategy were quite positive. The findings revealed that the pedagogical intervention influenced the students’ reading learning experiences in two main ways: First, it enriched their learning experiences by improving the quality and quantity of interactions in L1 and L2, and by promoting more positive attitudes towards reading in English. Second, the pedagogical intervention led the teacher to monitor and adapt her teaching, and these changes improved the students’ overall learning experience. The study derived some implications for teachers willing to carry out similar pedagogical interventions.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santanderaction researchpictures booksinteractive read-aloudsonline teachingreading learning experiencesDidácticaSegunda Lengua -- InglesLicenciatura en Lenguas Extranjeras InglésTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadBendett, D., Black, J., Lipton, J., & Malwitz, D. (2019). Kindergarten Writing Curriculum. Oradell Public School District. Retrieved from https://docs.google.com/document/d/1JR12Ri_yl mc51D7rEI0BCCnTWoiVM0ilj7DbDir6ZsBrown, D. (2015). Teaching by principles. An interactive approach to language pedagogy. Third edition. NY: Longman.Chang, S. H., & Henley, T. B. (2021). Working Memory in Chinese Text Comprehension. PSI CHI JOURNAL. https://doi.org/10.24839/2325-7342.JN26.1.26Chou, P. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108-115Dennis, D.V. (2008). Are assessment data really driving middle school reading instruction? What we can learn from one student’s experience. Journal of Adolescent and Adult Literacy, 51: 578-587. https://doi.org/10.1598/JAAL.51.7.5Griffee, D. T. (2018). An introduction to second language research methods, design and data. 2nd Edition. TESL-EJ Publications.Hashemifardnia, A., Namaziandost, E., Esfahani, F. (2018). The Effect of Teaching Picture-books on Iranian Elementary EFL Learners’ Vocabulary Learning. Journal of English Language Teaching and Linguistics.INSANTE. (2019). Principios Rectores. Plataforma pedagógica institucional Insante.Kemmis, S., McTaggart, R. (2000). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage.Manak, J. (2011). The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read-Alouds on the Writing of Third Graders During Writing Workshop. Reading Research Quarterly. https://doi.org/10.1002/RRQ.001Mazabel, S. (n.d.). Which Cognitive Processes Relate to Reading? Dynaread. Helping children succeed. Retrieved from https://www.dynaread.com/which-cognitive-processes-relate to-readingMills, K. A. (2017). Multimodal Literacy. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.232McGee, L. M., Schickedanz, J. (2007). Repeated interactive read-alouds in Preschool and Kindergarten. The Reading Teacher. 60(8), 742-751Mohd, M. A., Radzuwan R., Kamarul S. (2019). Investigating Issues and Challenges in Employing Action Research for Teacher Training in Malaysian Context. International Journal of Education and Practice, 7(1): 30-40. DOI: 10.18488/journal.61.2019.71.30.40Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal. 34(6):439-447Peterson, K. & Chamberlain, K. (2015). “Everybody Treated Him Like He Was From Another World”: Bilingual Fourth Graders Develop Social Awareness Through Interactive Read Alouds Focused on Critical Literacies. Literacy Research and Instruction, 54:3, 231-255, DOI: 10.1080/19388071.2015.1027020Richards, J., & Rodgers, T. (1982). Method: Approach, Design, and Procedure. TESOL Quarterly, 16(2), 153-168.Saldaña, J. (2014). Coding and Analysis Strategies. Oxford handbook of qualitative research. https://doi.org/10.1093/oxfordhb/9780190847388.013.33Takaloo, N. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education. http://dx.doi.org/10.18869/acadpub.ijree.2.3.10Uribe, E. O. (2015). Improving EFL Students' Performance in Reading Comprehension Through Explicit Instruction in Strategies. http://dx.doi.org/10.16925/ra.v17i31.1271Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert and G. M. Petrie (Eds.) CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Earlbaum.Wiseman, A. (2011). Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together. 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