The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time

摘要: In the early academic years, read aloud time is frequently incorporated in daily classroom schedule. For our investigation, we wondered if certain strategies (interactivity, scaffolding, and modeling enthusiasm) would help to foster deeper connections, conversation, literary skills when used during time. We observed teacher-directed two Montessori environments, one with toddlers ages 2-3, elementary children 6-9. various sources of data collection methods us track student engagement focus, without implemented. The results study showed that more stayed focused engaged longer teacher enthusiasm was interactive while reading. When these were not implemented a time, became easily distracted less inclined make related comments or ask questions. Interactivity, enthusiasm, scaffolding helped insightful connections within text their own lives. order effective learning experience classroom, can be practiced regularly. To continue reading maintain an interest literacy, interactivity, every READ ALOUD ENGAGEMENT 3 both find most important parts day for as teachers, children, community whole. As much philosophy fosters independence it also places value creating sense community. After extended work cycle period where are working either independently small group lessons, great way reinstate community, gathering together embrace each others’ company. It this relax, get lost story, use imaginations, connect characters, reflect. Book discussions vital tool they give opportunity embed lessons assess informally. story elements show comparisons, model conflict/resolution, formulate predictions, well other strategies. By informally literacy through discussion, students often begin same practices independent However, moments only teachable engaged. reviewing literature on engagement, found three suggested: 1. being interactive, 2. learning, 3. enthusiasm. action research wanted test classrooms. decided first observe implementation then used. This allow compare children’s behavior, facial expressions, movements, verbal responses draw conclusions effect Our took place at schools. One houses grades preK (As age 2.5) upper (Age 12), 4 pre-K ages. Both schools private for-profit come from middle class families vary race ethnicity, located diverse areas. participants classrooms toddler program six nine. Each had 11 participants. Review Literature Literacy basis child’s educational career. An part (Coiro, 2003). Children enjoy to, able take new information, exposed vocabulary, thinking reflect upon it. Younger aged have advanced listening than Until become stronger, books offer complex content material them 2003; Olson, 2001). attentive meaningful will According Montessori, normalization willing progression attention span (Seldin & Epstein, 2006). defines number behaviors exhibited by child. Profound spontaneous concentration, attachment reality, initiative, self-discipline few process 5 Currently, constant technology stimuli shorten (Ritchel, 2010). Research has shown affects brain differently adults. Developing brains capable staying task now offers stream Sustaining difficult developing because susceptible switching tasks With shorter span, stay poses issue teachers who want incorporate due many benefits offers. following sections examine keep