7 Benefits of Audiobooks

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Is listening to an Audiobooks the same as reading a book? Is it cheating or lazy to listen to instead of actually reading it? Do audiobooks help to develop readers or hurt their development?

All of these questions were unearthed during a conversation I had with a fellow educator whose daughter was listening to books at home instead of reading them. The simple answer is YES, audiobooks are similar to reading and have benefits to the listener.

Some date the origins of audiobooks to that of oral storytelling and how stories were passed down through generations before a written language and the act of reading was mainstream for the common person. In education, I was surprised to see the amount of research done around this area and found most agree that similar skills are used and when you consider the goal of reading, listening to an audiobook does count as reading.

The goal of reading is not to decode words and be able to pronounce them but to comprehend and think critically about what you read.

With this goal in mind, I offer 7 Benefits of Audiobooks:

  1. Independence – A student’s oral vocabulary far outreaches their reading abilities. When one accesses an audiobook, it promotes independence. It also is a great way to differentiate content in the classroom! 
  2. Access to Information – Audiobooks, and listening to text, provides access to those students who wouldn’t be able to read the text independently. When teachers deny students access to information based on their reading level they are promoting a division of inequity. There are many reasons why students struggle to read, but just because they can not decode specific words on a page does not mean that they also struggle to think and understand. Reading level does not equal intelligence, but limiting access to information because of it harms students.  
  3. Broadens one’s world, locales, accents, dialects, cultures – Stories have the ability to transport readers to different places, experience different cultures, and identify with others who are similar. Developing empathy and awareness can be achieved through audiobooks, with the bonus of hearing different accents and dialects.
  4. Linguistically Rich – Promotes Storytelling – Audiobooks promote storytelling. Students listen to a linguistically rich text and are inspired to talk about their book by connecting it to their own experiences or other things they have read or viewed. The more stories one collects, the more language they acquire to share their own voice.
  5. Increases: Motivation, Background Info. Content Knowledge, Vocabulary – Listening to audiobooks has been shown to increase motivation in reading which is an essential element for struggling adolescent readers. Research also shows audiobooks help to increase background information and content knowledge and is especially beneficial to our EL (English Learners) students.
  6. Models Good Reading – Audiobooks, similar to read aloud, models good reading to students. Hearing an expert reader adds experience to all growing readers.
  7. Improves: Critical Listening Skills, Reading Accuracy, Fluency – Audiobooks not only promote critical listening skills, an essential life skill but also help student reading accuracy and fluency. Fluency is so much more than reading fast. Audiobooks allow students to not only see words pronounced correctly but hear and notice pronunciation, rate, speed, pausing, stress, and intonation.

Better Listeners LEARN More!

There are many places to access audiobooks:

Check your local and school library.

Open Culture

Storynory

Learn Out Loud

Epic!  

Project Gutenberg

Part 2: 5 Quick Wins to Support English Language Learners in the Classroom

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This post is sponsored by We Are Teachers and their partner Digital Promise. All ideas and thoughts are mine.

Data, when used in telling a school’s story, helps to paint an image in the minds of those receiving the message. From test scores to computer use, educators and administrators alike rely heavily on statistical information to help make decisions, target funding and share their school’s story with all stakeholders. While test scores or computer use may vary to the extreme ends of the spectrum, one thing that is on the rise for almost all schools is the number of English Learners (ELs) in the K-12 student population. In fact, according to US Department of Education, over 4,800,000 ELs were enrolled in schools between 2014-2015.

From interactive charts to maps, Our Nation’s English Learners offers a multitude of stories about the students we serve across the nation. Much of the information may come as no surprise to teachers in the trenches supporting English Learners in their classrooms, but what does plague the minds of many of these same educators is how best to support ELs and what best resources and learning opportunities are available to hone their own craft while their student population changes.

I have recently begun a series of posts on this matter and its intersection in literacy teaching. You can read my first post Here. This post offers how all teachers can model language learning by using these 5 techniques as well as an extension to your own learning through micro credentials offered by Digital Promise.

First, all teachers, no matter grade or content area, can apply simple techniques in the form of modeling and instruction to support students in the classroom, especially ELs.

5 Quick Wins to Model Language Learning in the Classroom

  1. Model. Speak clearly and calmly. Use a constant and predictable speech pattern while utilizing repetition and visuals of important words and phrases. This helps to cue students into recognizing cues while listening or viewing that is important to their academic discourse.

  2. Discuss. Unless a beginning language acquisition student, give all students opportunities to talk, read and write during teaching. Encourage participation through carefully selected groups, partnerships, scaffolding, etc. Language learning should involve active learning. The more students are thinking about ideas, wrestling with texts, and using each other to co-construct meaning the more powerful the understanding of the content and language.

  3. Vocabulary. All learning is partially done via words. If students do not understand the vocabulary they have problems accessing the material. In addition, ELs have to learn a new language on top of the content. Teachers should preview material and pull out vocabulary to focus on with all students. Choose words that are conceptual and topical, ones that appear frequently, or are essential for continued learning. (If you are looking for more vocabulary information check out my post here).

  4. Differentiate. Along with previewing material for vocabulary instruction, identify ways to differentiate material based on student needs, interests, and multiple learning styles. Consider difficult passages or concepts that may need to be anchored to an ELs previous background or experiences. Present material in multiple modes, audio, visual, multimedia, and provide access and choice to ELs based on needs and preference. Eliminate confusion by ELs by connecting the topics studied to content that is relevant and engaging.

  5. Support. Remember that every lesson is not only focused on content but also an opportunity to be a language lesson for ELs. Provide multiple opportunities to practice words and sentence structures or grammar usage. Encourage support from peers and other partnerships that can be fostered to help ensure success. Use the home language for difficult concepts or abstract topics but avoid constant translation by adults or other children who speak the EL’s home language.

While all teachers may not feel equipped to teach language to our growing EL population, there are many quick-wins that all educators can start doing immediately to model and promote language learning in their classroom.

Second, educators can continue their own professional learning through connecting with and learning from a variety of supports. Connecting through social media avenues, book studies with colleagues, and one of my favorites, the learning available through Digital Promise. Digital Promise has built an innovative system of micro-credentials to recognize educators for the skills they learn throughout their careers in order to craft powerful learning experiences for their students.

As student populations across the country continue to change, the more information, resources, and learning opportunities for educators will provide the best learning for our EL students. Educators need to continue to invest in their own training and understanding on how best to support all students. We can all be models of language learning each day in our classrooms!

Edtech Literacy Resources to Support English Learners

ShaeLynn Farnsworth @shfarnsworth1A common trait with the districts I work with is the increase of English Learners (ELs) in the classroom. With a focus on literacy, I am often asked to support teachers in their pursuit of providing the best resources and strategies for students. Over the next few days, I will be posting different ways to support ELs in the classroom in terms of literacy instruction. First up, Using Bilingual Books in the Classroom

Using bilingual books in the classroom is advantageous for all students and teachers. Books written in the home language of your students convey the message that you value and respect their culture, their experiences, and them as learners. It provides practice of applying and connecting reading and writing strategies from one language to another. Connecting or “bootstrapping” emergent literacy skills and strategies from a student’s home language to English is essential to the acquisition. ELs (English Learners) use “bootstrapping” when they use their home language to help them read and write English.

Teachers gain valuable insight into their EL students when noticing the connections being made and the strategies they are equipped with their home language and apply them to learning English. Bilingual books in the classroom provide these opportunities for observation as well as experiences for teachers to discern their own language acquisition when reading a text in an unfamiliar language.

The Bottom-Line is:

  • EL students are resourceful learners and use every resource and strategy available to do well in school.
  • Having books in multiple home languages helps to build relationships and honors students as learners.
  • It’s easier to learn something new when it stems from something familiar. Providing books in multiple languages for students gives access to information and choice in reading.
  • Teachers can help bring connections between languages, as well as notice strategies students already possess when providing books in home languages for students to read.

Sources for Bilingual Books

Digital Resources

  • ManyThings.org  (Multiple audio recordings)
  • Unite for Literacy (Books with audio available in multiple languages)
  • Newsela (NF, Multiple Text-Levels, Spanish and English)
  • TweenTribune (NF, Multiple Text-Levels, Spanish & English)
  • Latinitas  (Focused on empowering young Latinas using media and technology, digital magazine)
  • ReadWorks (lessons, texts, and resources for EL students and teachers)
  • MackinVia (library filled with digital books students can read and are available in multiple languages)

Finally, here is a list of activities that educators can do to accompany bilingual books in the classroom:

  • Use for the promotion of metalinguistic awareness.
  • Prepare students for new content for an upcoming unit as a sort of preview.
  • Free reading choice.
  • Self-assessment and monitoring comprehension.
  • Compare the texts in both versions with a focus on tone, word choice in each, evaluate each text.
  • Bring books home to involve families in literacy activities.
  • Write their own companion book for a text.
  • Use picture books and work on oral language acquisition.

Source: Nancy Cloud, Fred Genesee, and Elsa Hamayan. Literacy Instruction for English Language Learners.