Lit Review Lite: Reading Aloud to Teens and Tweens

It is a commonly accepted practice for parents and educators to read aloud to young children. As library media specialist Candy Blessing (2005) observes in the School Library Journal, “Most people associate read-alouds with bright-eyed preschoolers and elementary school kids…” In part, this is due to the fact that young children are unable to read for themselves. In part, it stems from our awareness that reading to young children promotes language development and increases school readiness (Bryan, 2008).

As children become older and learn to read on their own, however, adults generally stop reading to them (Blessing, 2005). This paper will explore the practice of reading aloud to adolescents as a tool to promote literacy, improve reading comprehension, and encourage independent reading among middle and high school students. For purposes of this paper, “reading aloud” refers to a teacher reading fiction or literary non-fiction to a group of students. Reading aloud does not include any reading intended only to transmit information (ie, reading from a textbook or reading test directions or project instructions). Instead, this paper focuses on reading aloud as a way of helping students experience reading, not as a purely technical exercise, but as a critical, intellectual, communal, enjoyable, and productive activity.

The attitude that read-alouds are appropriate most for young children is reflected by the dearth of literacy research focused on reading aloud to adolescents. According to Mary Ann Zehr (2010), “Most research about reading aloud has been conducted on elementary school students; findings on how the strategy affects adolescents are limited.” Dr. Lettie Albright, an associate professor at Texas Woman’s University, is one of the few researchers to gather data related to this topic (Zehr, 2010). Her 2006 survey of middle school teachers found that seventy percent of middle school teachers surveyed read aloud to their students (Layne, 2011). She concluded that adolescents derive the same benefits from reading aloud as younger students do: they gain knowledge, develop positive attitudes toward reading, and become more fluent readers (Zehr, 2010).

A growing body of anecdotal evidence also suggests that reading aloud to middle and high school students encourages a love of reading and “open[s] the world of contemporary literature” to students (Follos, 2006). Proponents of reading aloud to adolescents believe the practice not only increases reading comprehension and improves vocabulary, but also helps students develop better writing skills (Blessing, 2005, citing the work of education researchers Stephen Krashen, Jim Trelease, and Janet Allen).

Some read-aloud advocates argue that the practice is especially beneficial for boys, who are more likely to be diagnosed with ADHD, tend to struggle more than their female classmates with independent silent reading, and are statistically at greater risk for dropping out of school (Follos, 2006).

Reading aloud may also be a powerful tool for social justice and inclusiveness. For instance, reading aloud can level the playing field for English language learners and students with disabilities (Zehr, 2010). These students may struggle with the mechanics of reading, even though they are mature enough to understand sophisticated concepts and enjoy complex characters and plots. Reading aloud helps ensure comprehension, reduces frustration, and promotes class discussion, all of which makes reading a more productive, pleasant activity.

In her collection of essays, Other People’s Children, Lisa Delpit (2006) describes the way Native Alaskan teachers employ “round robin” reading to “engage Native student and to ensure understanding” of the text (p. 94). Round robin reading – a practice in which students take turns reading aloud to the class – is generally “no longer recommended in high school classes” because it creates too much anxiety for some students (Layne, 2011). Nevertheless, Delpit observed teachers using this “out-dated” technique with great success.

When she asked the teachers about it, she learned that they were not using round robin reading to work on the mechanics of reading, as is often the case. Rather, the teachers were using reading aloud as a way of reinforcing Native values of collaboration and interaction. Delpit states that in some cultures reading silently may be perceived as a meaningless or alienating activity. In contrast, reading aloud – either listening to a teacher or taking turns reading with other students – is a communal activity that makes sense in the context of students’ culture. In this way, reading aloud promotes social justice by integrating reading into students’ lives in a meaningful way.

Many proponents of reading aloud point out that reading aloud is not only a tool for struggling readers or a means to achieve social justice. They see reading aloud as a way of promoting a love of literature in all students (Zehr, 2010). In her essay Reading with Adolescents Deborah Appleman (2007) argues, “No one is too cool or too old to be touched by the magic of having someone read aloud to him or her” (p. 146). The fact that one can find a selection of audio books in most libraries and bookstores seems to support this contention.

Not all educators support the practice of reading aloud to older students. Those who object typically express concern that reading aloud might prevent students from developing strong independent reading skills (Layne, 2011). They are worried that reading aloud will “become a crutch for students who don’t want to read anything on their own” (Zehr, 2010). They accuse teachers who read to their students of “treating the symptom and not the disease” (Layne, 2011). Even critics of the practice acknowledge that students enjoy having teachers read to them, and they recognize that read-alouds can be a good way to spark student interest (Zehr, 2010).

In response to these concerns, read-aloud advocates point out that the practice is just one part of an overall program of language arts instruction, and “students [are also] reading other materials on their own” (Layne, 2011, paraphrasing Dr. Albright’s position). For teachers who read aloud, the ultimate goal is to motivate and empower students to “search out other [books] for their own enjoyment” (Follos, 2006).

I agree with read-aloud advocates that reading to adolescents is a great way to spark student interest in literature, create a more intellectually engaged classroom community, and enhance student vocabulary and writing skills. I understand the concerns voiced by educators who fear that reading aloud may foster a sense of learned helplessness. However, I do not believe that reading a novel, poem, or short story to students is the same as reading everything for students. Incorporating read-alouds into the classroom does not mean dispensing with all independent student reading. On the contrary, I believe that continuing to model good reading behavior for adolescents will improve and increase independent reading.

Unless students are motivated and excited about reading they are unlikely to do more than plod through reading assignments – assuming they don’t just skip them entirely. Reading aloud to students can help them re-capture their youthful “fascination with hearing the sound of literature” and experience the “sometimes musical, sometimes soothing, sometimes simply exhilarating” feeling of listening to a good story (Appleman, 2007). Literature is not flashy. It has no bells and whistles, no hyperlinks and no animated explosions. But reading can be a deeply communal, highly interactive experience if we choose to present it as such.

I believe reading aloud taps into something more exciting than a video game, more universal than the Internet, and more compelling than any movie or television show. Reading aloud generates real, human connections, regardless of whether the listener is 5 or 15 … or 105. It is not a crutch. It is a foundation. And just as one should not demolish the foundation of a house once the second floor has been built, neither should we stop reading to students simply because they are able to read to themselves.

Creating an Action Learning Project was an opportunity for me to test this theory and apply some of the knowledge I gained from researching this paper. Because I am working at a summer camp, it made sense for me to read aloud to teens. However, it was not so easy to figure out how to incorporate my project into the camp experience. Campers are busy swimming, doing arts and crafts, climbing the tower, playing sports, and doing other fun activities. The only parts of the day that involve reading are rest time, evening prayer services, and Torah study with the rabbi. For most kids, that is plenty of time with a book!

After a little thinking, I decided to pitch the idea of reading bedtime stories. As expected, the counselors for the youngest campers were extremely enthusiastic about the idea. They had no trouble picturing how happy their campers would be to listen to a story before going to sleep. This mirrored my research and was a perfect example of the way people associate reading aloud with younger children.

When I approached the counselors for the older campers, they reacted the way Candy Blessing described her colleague reacting. It seemed odd to them that I was proposing bedtime stories for teens and tweens. Several counselors pointed out that their campers have evening programs, so there is no need for extra cabin time at the end of the day.

Even though I was not surprised by the counselors' reactions, I felt discouraged. After offering to read to every teen and tween cabin and being turned down by all of them, I began to wonder what would happen if I couldn't find any adolescents to listen to me read aloud. Then, I noticed the CITs (counselors in training) heading off to the fire circle. They were going to roast marshmallows and sing around a camp fire. I ran back to my bunk, grabbed a book, and headed to the fire circle.

When I got there, I put on a big smile and offered to read to them. The teens were too polite to say no, so I opened my book and began to read. The story I chose was "What of This Goldfish Would You Wish?" by Israeli author Etgar Keret. The story includes magical elements and raises difficult ethical questions. I would categorize it as literary fiction, not young adult literature. Yet, I felt sure if teens were exposed to it, they would love it.

The teens were transfixed by the reading. They listened with rapt attention and when I finished, they remained silent for several seconds, as if absorbing the impact of the story. We discussed the story briefly, and they agreed that it was not something they would ordinarily read, but they loved it. They also spoke about how the experience of hearing a story was different from reading silently, and they differentiated between reading for pleasure and reading for school. One teen pointed out that there was something soothing about listening to a story. She said it reminded her of being a little girl. Several other teens agreed.

The CIT coordinator asked the teens what wish they would make if they found a magic goldfish (a central element of the story's plot). We all had fun coming up with different wishes. It was great to see how reading a story aloud created a common topic of conversation and generated such spirited discussion.

The highlight of my ALP came the next day. One of the counselors who had been unresponsive to my bedtime story idea came up to me at breakfast. She said she'd heard wonderful things about my camp fire story. "When will you be reading to my campers?" she asked. Now I have dates to read to every single cabin at camp, old and young!

My Action Learning Project proved what I already suspected to be true: Deborah Appleman is right. No one is too cool to listen to a story. Moreover, the ALP was a good reminder that the people who need convincing are not the teens. It is often the adult "gatekeepers" whose skepticism about the benefits of reading aloud prevents adolescents from enjoying this simple pleasure. After completing my ALP, I am committed to challenging the conventional "wisdom" that reading to older kids is inappropriate.

Finally, I was pleased that teens responded so positively to a piece of literary fiction. The campers might have just been humoring me when I began reading, but by the end of the story they were fully engaged. After completing my ALP, I find myself thinking of reading aloud as a form of scaffolding. Even teens who have no trouble reading to themselves might balk at reading texts that fall outside their comfort zones. Reading aloud is a way to help adolescents transition to more challenging or sophisticated texts.


References
Appleman, D. (2007). Reading with adolescents. In Beers, K., Probst R., and Rief, L.
(Eds.), Adolescent literacy: Turning promise into practice (143-147).
Portsmouth, NH: Heinemann.

Blessing, C. (2005). Reading to kids who are old enough to shave. School Library
Journal, 2005(4). Retrieved from http://www.libraryjournal.com/slj/
printissuecurrentissue/869807-427/reading_to_kids_who_are.html.csp

Bryan, J. (2008, September 16). Benefits of reading aloud. The Washington
Times. Retrieved from http://www.washingtontimes.com/news/2008/sep/16
/benefits-of-reading-aloud/

Delpit, L. (2006 ed.). Other people’s children: Cultural conflict in the
classroom. New York, NY: The New Press.

Follos, A. (2006). If teens want to listen, why do we shut up? School Library
Journal, 2006(10). Retrieved from http://www.schoollibraryjournal.com
/article/CA6377863.html

Layne, S. (2011, January 24). Oh baby: Teachers tout benefits of reading aloud to
teens. Channel 7 KWWL. Retrieved from http://www.kwwl.com/story
/13897803/oh-baby-teachers-tout-benefits-of-reading-aloud-to-teens?redirected=true

Zehr, M. (2010). Reading aloud to teens gains favor. Education Week
Spotlight, 26(16) pp. 1-3. Retrieved from http://www.edweek.org/ew/articles
/2010/01/06/ 16read_ep.h29.html