Date of Graduation

5-2023

Document Type

Thesis

Degree Name

Bachelor of Science in Education

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Ralston, Christine

Committee Member/Reader

Bell, Karmen

Abstract

In March of 2020, schools in the United States turned to virtual instruction due to the COVID-19 pandemic. Recorded read alouds flooded the internet during this time (Shedrow & Stoetzel, 2021). Now that school is back in person, the internet remains full of these recorded read alouds. The purpose of this study is to examine the utilization of recorded read alouds as an instructional practice by kindergarten through sixth grade teachers within in-person classrooms. This study also determines whether the use of a recorded read aloud by teachers has changed following COVID-19 and the purposes recorded read alouds serve. Research shows that the most effective use of a read aloud comes with interaction (Shedrow & Stoetzel, 2021). This study examines whether teachers who use a recorded read aloud are able to have an interactive read aloud with their students even though the read aloud is recorded. This study also determines whether the use of a recorded read aloud is one of the ways classroom instruction has morphed in elementary and middle school classrooms. A 24-question survey was distributed through social media for kindergarten through sixth grade teachers. The survey collected 18 total responses. There is a diverse representation of age, experience, and grade levels within the participating group. Quantitative data and qualitative data were collected through Qualtrics. Through coding, patterns and themes were discovered and summaries were written. The survey provided evidence that current kindergarten through sixth grade teachers frequently use recorded read aloud in their classrooms. Teachers use recorded read alouds to teach social emotional skills, provide virtual work, promote student enjoyment, and to replace a print copy read aloud. The results of this study are most beneficial for teachers in kindergarten through 6th grades, administrators, and curriculum developers. Teachers in these grade levels can consider why other teachers use recorded read alouds and evaluate and reflect on their own purpose of a recorded read aloud. Administrators and curriculum developers can see the use of a recorded read aloud in elementary classrooms and could use this information to educate teachers on the use of recorded read alouds. This research was funded by the University of Arkansas through an Honors College Research Grant.

Keywords

Read Aloud; Literacy; Elementary Education; Virtual Learning; Digital Learning; Online Learning; Education; Recorded Read Aloud; Digital Read Aloud

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