Using a Read-Aloud Program to Improve the Reading Motivation and Behaviors of Middle School Students

This study was designed to evaluate whether teacher read-aloud time using high-interest literature encouraged middle school students to read independently outside of class time. Archival data retrieved from a quantitative, quasi-experimental design were analyzed to determine changes in students' reading behaviors and motivation to read. The theoretical foundations for this study were expectancy-value theory, social cognitive theory, and self-actualization theory. The research questions addressed whether middle school students, whose teachers read aloud daily, read for a longer amount of time outside of class in comparison to their peers who were not read aloud to as part of the daily reading program. Archival data in the form of student reading logs and surveys measuring reading motivation were used from all students in 5 cooperating classrooms from within the same educational system, providing consistency of curriculum, standards, teaching materials, and educational philosophy. Results indicated that students in classrooms whose teachers had daily teacher read-aloud time (n = 28) read significantly more minutes per week than did their peers who did not have daily teacher read-aloud time (n = 32) as shown by a multiple regression analysis ( p = .044). Additionally, individual classroom assignment impacted students' outside reading time, also reaching statistical significance in a one-way ANOVA (p = .026). These results confirm that teacher read-aloud time can motivate middle school students to read independently outside of class. The results from this study promote positive social change by helping teachers directly improve the delivery of motivational literature experiences to enhance the academic achievement of middle school students.