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Extended Storytelling Combined With TOO MANY BOOKS OR NOT ENOUGH BOOKSHELVES? EXTENDED STORYTELLING COMBINED WITH COLLABORATIVE STRATEGIC READING AND ITS EFFECT ON STUDENT ENGAGEMENT AND READING COMPREHENSION by TAMMY OSBORNE An Action Research Project submitted to the Department of Foreign Languages and Literatures of Southern Oregon University in partial fulfillment of the requirements for the degree of MASTER OF ARTS In SPANISH LANGUAGE TEACHING SUMMER, 2020 ADVISOR: JEREMY W. BACHELOR, PH.D. 1 EXTENDED STORYTELLING WITH CSR Abstract One tool that is gaining momentum in the foreign language classroom is comprehensible readers, or novels written for second language learners. The present study is aimed to establish the significance of the comprehensible reader combined with Collaborative Strategic Reading in a students’ engagement to learning a second language. More specifically, this study researches the comprehensible reader combined with Collaborative Strategic Reading utilizing authentic resources, and the role this may play in a student’s engagement and reading comprehension. This study involved 25 sixth-grade Spanish students with a wide variety of past experience in the Spanish language. Comprehension tests and qualitative surveys were conducted to measure students’ engagement and reading comprehension abilities with a collaborative read of a comprehensible reader over a six-week period. Then, the same tests were performed with a significantly shorter One-Word-Image story without Collaborative Strategic Reading nor a reader. Results suggest that both collaboratively reading a novel and reading without a novel can each have a positive effect on students’ reading comprehension and engagement. Based on this research, using comprehensible readers may improve student attitudes toward learning and increase the learning itself. Introduction While reading in a foreign language can be a daunting experience for any second language learner, I always incorporate reading in my Spanish classes with the assumption that reading and seeing the written language is central to learning. Therefore, at the start of my first year as the new Spanish teacher at my current school, I decided to create a beautiful library. I chose a corner, built bookshelves, and proudly displayed the array of diverse, interesting, multi- 2 EXTENDED STORYTELLING WITH CSR leveled Spanish comprehensible readers the previous teacher left behind. I added pillows, blankets, and a sign that said in Spanish, “Once upon a time…”. My school’s curriculum is based on Comprehensible Input (CI), and through one technique of CI called storytelling, students hear and create stories during Spanish class. However, each time I tried to incorporate reading a novel into our storytelling, or discuss the possibility of free reading, students would grumble and complain. Once I experienced the students’ negativity towards reading, I hesitated when it came to any reading comprehension activity. Although my desire to incorporate reading in the classroom was high, their motivation to read and their level of reading comprehension was low. I did not want to obligate students to read against their will, and I never utilized the books in my library my first school year. I teach grades sixth through eighth in a small, independent K-8 school. The dynamics of the students in my classes are that some students have had Spanish for many years, and others are taking Spanish for the first time. Therefore, I am often challenged to find lessons and activities that match their Spanish levels and interests. I constantly search for ways that both beginners and more advanced students can be engaged and learn new vocabulary and concepts through the same classroom activity. I thought that the comprehensible readers in my room held the key to solve this puzzle, and I determined to do more reading in my second school year in combination with this action research project. Through my Master of Arts in Spanish Language Teaching classes at Southern Oregon University in the University of Guanajuato, my passion and desire to read with students was revitalized. More specifically, the short story and film class with Dr. Enrique Chacón, and Don Quijote & the Modern World class with Dr. Eduardo Olid Guerrero reminded me that reading and collaboratively discussing the readings can be enjoyable and engaging for students. In 3 EXTENDED STORYTELLING WITH CSR addition, I learned that there are many benefits of reading in one’s first language, and these same benefits transfer to second language learners. Reading helps improve cognitive and communication skills because of the wide exposure to vocabulary words, structures, ideas and contexts (Alkialbi, 2015). And, reading can be extremely engaging when one finds the right storyline that students can identify with. But how does one get students motivated to read in a foreign language and ensure they are also engaged, comprehending the story, and acquiring the language? With renewed spirit and access to the comprehensible readers in my classroom library, I was resolute to explore this question further. Purpose Statement Reading in a second language is a difficult task for second language learners because the skill is generally considered to be of a highly individual nature; that is, no two readers approach or process a written text in exactly the same way (Alkialbi, 2015). The purpose of this study was to explore my students’ attitudes toward an extended story-tell using Collaborative Strategic Reading (CSR) through a comprehensible reader, and to study how their perceived engagement in the novel would ultimately impact the outcome of their reading comprehension. My research questions asked: 1) Will teaching through extended storytelling with a comprehensible reader combined with CSR have an impact on students’ perceived engagement, and if so, to what degree? 2) Will teaching through extended storytelling with a comprehensible reader combined with CSR have an impact on students' reading comprehension, and if so, to what degree? Importance of the Study The importance of the study was to explore extended storytelling with a comprehensible reader as a meaningful and appealing way for students to learn and grow in the Spanish language 4 EXTENDED STORYTELLING WITH CSR classroom. By researching the effects of extended storytelling combined with CSR, teachers can discover if these comprehensible readers are indeed an engaging and effective tool for learning a second language. Likewise, teachers can ascertain if following the readers’ extended storylines and lengthened character analysis have an impact on reading comprehension. Furthermore, teachers can utilize authentic resources in their collaborative discussions to make the topics richer and real-world. Overall, the results from this study can serve as a motivator for teachers to choose whether to read more novels in their foreign language classroom as well as consider implementing other reading activities with comprehensible readers like incorporating authentic texts and Free Voluntary Reading. I want students to learn to communicate in a foreign language, but I also want them to be motivated and excited to continue to learn the language and explore the rich cultures of Spanish- speaking countries. I believe that it is important for Middle school students to foster a desire to continue learning Spanish and culture as they move into high school. To this end, the knowledge of what engages students and encourages them to learn within the curriculum is vital to tailor classes to their learning needs and interests. Definitions of Terms The keywords in this study are comprehensible reader, extended storytelling, authentic materials, Free Voluntary Reading (FVR) or extensive reading, reading comprehension, Teaching Proficiency through Reading and Storytelling (TPRS) through the One-Word Image (OWI) technique, and Collaborative Strategic Reading (CSR) and CSR strategies. A comprehensible reader is a short novel that usually includes a historical or cultural context through fictional characters. The readers are designed for second language learning with controlled vocabulary between 2,000 and 10,000 words that consists of high frequency words, 5 EXTENDED STORYTELLING WITH CSR cognates and repetitive language. Comprehensible readers are strategically written to include themes, relationships and scenarios which are conducive to collaborative reading and discussion as they are relatable to student’s lives and are written to captivate students’ attention (“How do I teach with comprehensible readers,” 2017). Authentic resources are materials written or created for native speakers and contain real-world and authentic language (Berardo, 2006). This is in contrast to non-authentic texts, like the readers, that are especially designed for language learning purposes. Extended storytelling is, for the sake of this action research project, a teacher-led collaborative read with the whole class, usually up to six weeks or more. During extended storytelling, students may continue reading or discussing topics inspired by the novel or as mentioned in the teacher’s guide. Free Voluntary Reading (FVR) is also known as extensive reading. According to Day (2013), both terms are concurrent in meaning and refer to books that are self-selected and read for pleasure at the reader’s pace. Reading comprehension is the ability to process a written text. Reading comprehension, for this current study, will be based on the definition from the Cambridge First Certificate in English (FCE), whereas it
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