Exploring the Relationship Between Teacher Demographics and the Frequency of Read-Aloud Practices in the Classroom

Authors

  • James R. Schwab University of West Georgia
  • Robert A. Griffin University of West Georgia https://orcid.org/0000-0002-3128-7687
  • Bethany L. Scullin University of West Georgia
  • Jennifer K. Allen University of West Georgia
  • Tamra W. Ogletree University of West Georgia

Keywords:

read-alouds, teacher demographics, literacy development, classroom practices, secondary education

Abstract

This study explores the relationship between teachers’ (N = 168) demographic factors (gender, grade level, subject area, age, and educational level) and the frequency of using read-alouds in their classrooms. Data analysis revealed significant relationships between the frequency of read-alouds and gender, grade level, and subject area. Female teachers and those teaching primary or elementary grades, as well as English Language Arts teachers, were more likely to use read-alouds daily. The significance of read-alouds in secondary classrooms is emphasized, as read-alouds have the potential to expand adolescents’ vocabulary, improve comprehension, develop critical thinking and listening skills, and foster a sense of community and social-emotional growth. However, no significant differences were found in relation to teacher age or educational level. The study underscores the importance of recognizing and implementing read-alouds across various subject areas and grade levels to support students’ literacy development and create a positive, engaging learning environment.

Author Biographies

  • James R. Schwab, University of West Georgia

    Dr. James R. Schwab is an assistant professor in the Department of Literacy and Special Education. He graduated from Georgia State University in 2017 with a doctorate in students with exceptionalities. His research interests include academic and behavior interventions for students with high-incidence disabilities. In particular, he focuses on mathematical interventions for students with high-incidence disabilities.

  • Robert A. Griffin, University of West Georgia

    Dr. Robert A. Griffin is an Associate Professor and Assistant Chair in the Department of Early Childhood through Secondary Education at the University of West Georgia, where he teaches graduate-level courses in literacy/reading education, Teaching English to Speakers of Other Languages (TESOL), and diversity/inclusive education. Before moving into higher education full-time, he served as a secondary English Language Arts (ELA) and English to Speakers of Other Languages (ESOL) teacher for 13 years in rural south and urban north Georgia public schools. Dr. Griffin's primary research interests involve exploring reading motivation and achievement for multilingual learners, striving readers, and at-promise student groups and challenging deficit-oriented paradigms related to the skills and talents of diverse learners. In addition to serving as co-editor of the Georgia Journal of Literacy (and former senior co-editor of GATESOL Journal), Dr. Griffin serves on editorial review boards for several journals in the fields of literacy education and TESOL. Dr. Griffin has published over 30 peer-reviewed articles on topics ranging from quantitative analyses of reading motivation among adolescent native Spanish speakers to pedagogical pieces on authentic writing instruction and morphological awareness for culturally and linguistically diverse students. His work has appeared in journals such as Reading Psychology, the Journal of Latinos and Education, and the Journal of Adolescent & Adult Literacy.

  • Bethany L. Scullin, University of West Georgia

    Dr. Bethany L. Scullin is an Associate Professor in the Department of Literacy and Special Education at the University of West Georgia, where she has been a faculty member since 2017. She holds a Ph.D. in Curriculum and Instruction with specializations in Literacy and Urban Education from Kent State University (2010-2014) and has over a decade of teaching experience in grades two through five in southwest Florida. Dr. Scullin is an active member of the National Council of Social Studies Notable Trade Books Award Selection Committee. Her research interests focus on creating culturally relevant, literature-based reading curricula for African American adolescent male students and fostering race-related discussions through picture books in elementary classrooms.

  • Jennifer K. Allen, University of West Georgia

    Dr. Jennifer K. Allen began her career in higher education in 2016 at the University of West Georgia, where she is now an Associate Professor in the Department of Literacy and Special Education. Jennifer earned her Ph.D. in Language and Literacy Education at the University of Georgia (2016). In addition, she holds endorsements for Gifted Education, ESOL, and Reading Instruction. Before she became a full-time faculty member at UWG, Jennifer taught at the elementary school level for ten years, working in second, fourth, and fifth-grade classrooms as well as in the gifted resource setting. Professionally, Jennifer enjoys teaching literacy education courses, and her research interests include university-school partnerships, culturally and linguistically diverse learners, writing pedagogy, and children's literature.

  • Tamra W. Ogletree, University of West Georgia

    Dr. Tamra W. Ogletree is a Professor of Literacy Education and Teacher Preparation in the Department of Literacy and Special Education in the College of Education and founder and former director of the University of West Georgia's (UWG) Cherokee Rose Writing Project, an affiliate of the National Writing Project. She teaches undergraduate and graduate courses in literacy and diversity. Her research focuses on the multi-dimensions of literacy and their impact on academic success with marginal populations. She also specializes in qualitative research methodologies and program evaluations. Publications include integrating multiliteracies in classroom settings, investigating of asset- and deficit-based discourse among literacy educators concerning culturally and linguistically diverse students, as well as book chapters on qualitative methodology and program evaluations. Prior to her appointment at UWG, Dr. Ogletree was a language arts and science educator in public and private schools. She was also Director of UWG's Child Development Center and Professional Development Schools.

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2023-12-20

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Vol. 10 No. 2 (2023): TJLE Fall 2023 Issue

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