How do readers attach meaning to read-aloud activities in school?

Abstract

There has been considerable discussion about read-aloud activities in Japanese schools. However, few studies have attempted to investigate extracurricular read-aloud activities. The present study discusses how readers attach meaning to such activities, and, in particular, focuses on a theory of read-aloud activities concerned with how various readers attach meaning.

The research was conducted at N elementary school located in the city of Tsuchiura. The school sponsors such activities and has a group of volunteers. There were seven participants consisting of three volunteers, two teachers, and two junior high school students.

The research was conducted as follows. First, the researcher conducted semi-structured interviews with the participants. They were asked the following two questions: (1) What is the purpose of read-aloud activities in school? and (2) What is the meaning of read-aloud activities? Next, the researcher made transcripts of all the interviews. Finally, the researcher and a master's student analyzed the transcripts using the SCAT (Steps for Coding and Theorization) method.

From this analysis, we identified 45 different meanings that make up “N elementary school's theory”. Up until now, people have undertaken read-aloud activities because they believe that such activities are good for the children being read to. In contrast, the results of this analysis indicate that these activities are good not only for the children as listeners, but also for the junior high school students, volunteers, and teachers as readers. In addition, these activities are good for both the school and the community to which the readers and listeners belong.