I.

INTRODUCTION

The tittle of the article is Supporting Struggling Readers Using Interactive ReadAlouds and Graphic Organizers. This article was written by Jennifer Barret-Mynes, MA. She is a doctoral student at Georgia State University. She is an instructor of reading and language arts in early childhood education and supervises pre-service teachers. Her current research interests are reading comprehension among struggling readers, focusing on English language learners, and exploring teacher use of technology, text, and parental involvement. The most important activity for building the knowledge required for eventual success in reading is reading aloud to children (Anderson et al. 1985, 23). During read-aloud, some children need further support to help them organize what they have heard. Childrens comprehension improves more when they create the graphic organizers themselves. Then it is also important to use Graphic Organizers Early in the study. The children needed a lot of direction from the teacher in creating graphic organizers. As the weeks went by, they became increasingly able to generate their own graphic organizers without her guidance.

II.

SUMMARY

Jennifer Barrett-Mynes has crafted a piece of teacher research that gets to the heart of learning to read wellcomprehending and making sense of written texts. Within the time-honored framework of read aloud of high quality literature, the author shows the pedagogical and democratic value of giving more control and choice to children to promote their own reading achievement. Through child created graphic organizers and peer discussions, the children themselves take on the role of inquirers, using dialogue and graphic representation to focus and organize their ideas and feelings about what they read. It is the kind of textured layering of instruction and inquiry based learning that holds great promise for deepening the teaching and inquiry work of teachers and for enriching student ownership of and insight into the power of written texts.

The reading intervention lasted for four weeks during late fall and focused on one book each week. On the first two days of each week, she implemented read-aloud sessions with the children for one hour. They read half of the book on the first day and finished the book on the second day. She chose trade books that were above the average reading ability of the children, based on Treleases view that it is important to read something slightly above the childrens reading level to allow for the introduction of new vocabulary. Further, she wanted to read a book to them that they could not easily read to themselves. The author found some points after doing the research. Her analysis revealed three findings: (1) childrens discussions became progressively more collaborative with each other and less dependent on her prompts and cues, (2) The creation of graphic organizers became increasingly child directed and less dependent on her direction, and (3) The children achieved higher standardized test scores for both the Accelerated Reader quizzes and basal tests throughout the four weeks.

III.

CRITIQUE

The article is about supporting Struggling Readers Using Interactive ReadAlouds and Graphic Organizers. This article was written by Jennifer Barret Mynes, MA. I was interested with the article. I am as an English teacher in the future can use this technique to improve students reading. I think this article teaches the reader how to improve students reading comprehension by using an effective way. It is Using Interactive Read-Alouds and Graphic Organizers. I got a lot of information from the article about the technique. The result is very good and can improve reading comprehension. The writer also provided a clear information about her research including the method, the design of the study, the data collection and analysis, and also the result of the study. Another opinion from Allington, 2001 that best practice for struggling readers are:

Provide scaffold instruction Have more time during the day to read appropriate materials

Increase instructional time during the school day Then he also has an opinion about graphic organizer. He said I knew my students were having trouble with making inferences. I had modeled it several times during read-aloud and shared reading, and we had worked on it during small-group instruction. However, they were not able to transfer this strategy to independent reading. I decided I wasn't being explicit enough during small-group instruction. I created a graphic organizer and anticipated doing more modeling. Then if we see at the data, I feel that it is quite objective. Because the writer took five sources of data across the four weeks of the study: Focused field notes Audio recordings of reading sessions The Teacher Observation Rating Scale (TORS) Accelerated Reader (AR) quizzes Basal unit tests

IV.

CONCLUSION

From the article, we can conclude that using collaborative discussion and child-created graphic organizers to enhance read-aloud is a promising practice for scaffolding childrens comprehension of stories. The graphic organizers became tools that helped the children structure their thinking about the storys elements. I got a lot of information about reading technique from the article. In my opinion, this article teaches the reader how to improve students reading comprehension by using an effective way. Beside the data is quite objective. Because the writer took five sources of data across the four weeks of the study.