This CLaRI-sponsored dissertation study — conducted by Jennifer Schiller, PhD candidate and research project manager for CLaRI — examines the ways that soon-to-be literacy specialists use read-aloud activities during a summer reading program to promote strategic reading with struggling readers in grades one through threefirst through third grade struggling readers.
This collective case study showcases the power of a read aloud when coupled with a clear instructional goal and a reflective teacher eye. Teachers in this study relied heavily on read-aloud activities using a Gradual Release of Responsibility (Pearson & Gallagher, 1983) model to show students, parents and administration that young struggling readers can comprehend texts at high/abstract levels with the appropriate support.
This dissertation proposal was presented and approved on June 6, 2011. Data collection took place from June 27, 2011 to July 28, 2011 at a CLaRI classroom outreach site during a four week, three hour per day summer literacy collaboration between CLaRI and a local elementary school. Analysis and findings are forthcoming.