Impacts of Novel Effect on Engagement and Comprehension in Primary Classrooms

Engaging read alouds play a crucial role in literacy development and overall cognitive
and social-emotional growth. According to Anderson (1985), reading aloud to students is the single most important activity for building the knowledge required for eventual success in reading. By researching the advantages and disadvantages of a new educational technology product, Novel Effect, a subscription-based app that responds to your voice with interactive music and sound effects, we can provide insights into effective strategies, tools, and approaches that can be used to optimize this essential time within primary classrooms.

Project Context

The study took place at Alexander D. Henderson University School/FAU High School
(ADHUS/FAUHS), a developmental research school within Florida Atlantic University in Boca Raton. This public elementary and middle school, part of the FAU School District, uses a lottery for admissions to reflect Florida's population.

Participants consisted of twenty-two first graders as well as twenty-one third graders
during the 2023-2024 school year. The first-grade class consisted of thirteen females and nine males aged six to seven years old while the third grade class had seven males and fourteen females all between eight and nine years old. Both classes' demographics were representative samples of the ADHUS/FAUHS population.

Among the forty-three participants, racial distribution was as follows: 12% African
American, 16% Hispanic, 9% Asian, 54% Caucasian, and 9% multiracial. Additionally, 30% of the students qualified for free or reduced lunch. Five students spoke languages other than English at home, with only two officially designated as English Language Learners. Lastly, five participants were enrolled in the Exceptional Student Education program.
Regarding academic performance, at the beginning of the school year, diagnostic reading
assessments revealed that thirteen students were below grade level, twenty-one were at grade level, and nine were above grade level among the forty-three participants.

Importance of Quality Read-Alouds in Primary Classrooms

Reading aloud to children in elementary education, a practice highlighted in "Becoming a
Nation of Readers," plays an essential role in cultivating a love for reading and enhancing
literacy skills (Anderson, 1985). Reading aloud to students has since served as a key educational tool. Fisher et al. (2004) emphasize the positive impacts of quality read-alouds in primary classrooms, particularly in nurturing students' enthusiasm for reading. Read-alouds are not only for enjoyment; they play a critical role in developing literacy skills, as noted by Wiseman (2011), who points out the significant boost in student engagement, comprehension, and overall literacy development that read-alouds can provide. Wiseman's work underscores the critical link between read-aloud sessions and broader literacy outcomes in students. Tanya S. Wright (2019) reinforces the importance of read-alouds, specifically focusing on the interaction between teachers and students, which is critical to maximizing literacy development. Teachers are advised to thoughtfully integrate read-alouds into their curriculum, as they serve as a key tool in building vocabulary, and comprehension, and cultivating a lifelong love for reading among students.

Engagement

Researchers indicate that motivation is a top predictor of whether students will engage
with texts in meaningful ways. This perspective is supported by Helbig (2001), who emphasizes the link between motivation and meaningful engagement with texts. In addition, the Institute of Educational Sciences (2016), states that engagement is a critical component for developing skills such as inference, story telling, and vocabulary acquisition during read aloud sessions. Research agrees that student engagement is an essential component to student success, not only aiding in retention, but also a genuine interest in reading.

Overview of the Program, Novel Effect

Novel Effect is a subscription-based program that responds to a reader's voice with interactive music and sound effects. It also had ebooks, printable materials, and more for a portion of their titles. According to Common Sense Media (n.d.), Novel Effect provides "fun music and sound effects [that] give an extra boost of life to well-loved stories and poems."
Procedures

This study spanned five months, during which Novel Effect was integrated into classroom
activities at least twice a week. However, due to limitations in the diversity of the Novel Effect library, traditional read-alouds without the sound effects program were more frequent, as the former could only be employed sometimes every day. Throughout the research period, Novel Effect was intentionally used without a set pattern, aiming to diminish its novelty factor and transform it into an 'everyday' classroom tool. Each read-aloud followed the following procedures:

1. The teacher begins to read aloud.
2. While the teacher reads, an adult collects engagement numbers via a Google Form.
3. Read-aloud ends.
4. Students complete the student survey.
5. Students complete an AR quiz.

Data Collection and Analysis

Data was collected at least once a week throughout the study. A variety of tools were used to collect qualitative and quantitative data. Qualitative data about engagement and comprehension were collected, and qualitative data was used to document how students felt about the reading with and without the use of Novel Effect.

Quantitative Data

Engagement: This data was gathered digitally using a Read Aloud Observation Form to
document student engagement at three-minute intervals throughout the entire read-aloud
duration. Observers identified students as engaged when their body language focused on
the teacher and the book.

Comprehension: Students participated in a weekly Accelerated Reader (AR) quiz
following each read-aloud session. AR is a quiz-based program by Renaissance Learning.
The selection of books for these quizzes was a thoughtful process, considering the
availability of titles in AR and recognizing that not all Novel Effect titles were accessible
within the program.

Qualitative Data

Student Survey: After a read-aloud session, students were asked to complete a survey at
least once weekly to gather qualitative data on their feelings about the experience. Additionally, the first-grade classroom utilized focus groups and individual interviews to delve deeper into student feelings, mainly targeting those who displayed heightened enthusiasm or disengagement during or after the read-aloud.

Teacher Research Journals: Teachers maintained research journals to capture
observations, including student comments, body language, and other observations
conducted before, during, and after daily read-aloud sessions.

Data Analysis

The data analysis involved a thorough comparison between read-aloud sessions with and without Novel Effect, focusing on trends in engagement and comprehension data. The examination of individual student data ensured confidentiality while identifying overall patterns. Student surveys, encompassing feedback on sound effects, book ratings, and excitement about future sessions, were analyzed alongside insights from teacher research journals. This comprehensive approach aimed to reveal the impact of Novel Effect on engagement, comprehension, and student perceptions during read-aloud sessions.

Results

The purpose of this study was to understand the impact of integrating Novel Effect on engagement and comprehension during read-aloud sessions in a primary classroom. The results identified three key findings:

No Significant Impact on Comprehension

A consistent trend across different metrics indicates that, while a majority of students request the use of the sound effects application, Novel Effect does not significantly affect the students' comprehension within the scope of this dataset (see Figure 1). According to data collected from Accelerated Reader (AR) quizzes, there was no significant impact on comprehension levels among the students. For the first and third graders in this study, average comprehension scores were nearly identical in sessions with and without Novel Effect. Specifically, first graders scored an average of 85% in both scenarios, while third graders scored approximately 85.88% with Novel Effect and 86.47% without it. This marginal difference is statistically insignificant, indicating that Novel Effect does not enhance comprehension.

First Graders Favored Novel Effect

The study shows a significant preference among first graders for the use of Novel Effect during read-aloud sessions, with 93.8% expressing a desire for its continued implementation in future sessions. Despite Figure 2 suggesting a slight preference for read-aloud sessions without Novel Effect, classroom anecdotes reveal a different dynamic, with students frequently expressing eagerness for the app's sound enhancements. The first grade teacher noted that students actively requested the sound effects, signaling their initial excitement about the app. Questions like “Are you using the sounds today? Can you use the sounds for this story?” were common. Moreover, the observation of a student trying to shake a book to produce sounds, and expressing frustration when it didn’t happen — “I want it to make the sounds. Why isn’t it making the sounds like it does for you?” — exemplifies the students’ anticipation and perhaps reliance on the sensory experience provided by Novel Effect

Conversely, the responses from third graders suggest that older students may be less influenced by the additional audio effects of Novel Effect. While a significant majority, 81.3%, expressed excitement for the next read-aloud session after using Novel Effect, the enthusiasm dips slightly to 73.2% after sessions without the app. The feedback from third-grade students regarding the use of Novel Effect, an app that adds sound effects to reading, indicates some potential drawbacks. The teacher's concern about sensory overload is supported by the student responses. One student articulated, "I don’t like using the sounds because then I kinda get distracted on the sounds then the book." This sentiment was echoed by another who said, "I do not like it with Novel Effect because it distracts me when my teacher reads. I like it better normal." These statements highlight that the additional sounds made students focus more on the auditory elements rather than the content of the book itself. This distraction could undermine the educational benefits of reading, as the students might struggle to absorb and understand the text. It suggests that while the app could enhance the experience for some, for others it might lead to a decrease in focus and comprehension, highlighting the need for a balanced approach to its use in educational settings. This balance might involve limiting the use of such auditory enhancements to specific contexts or ensuring they are not too overwhelming or frequent.

Engagement Rates

The use of Novel Effect revealed positive responses in terms of student engagement and excitement. First graders displayed a high level of engagement, with an average of 99% engagement during read-alouds with Novel Effect compared to 95% without it used (see Figure 3). Third graders reported an average of 81.3% excitement for sessions with Novel Effect and only 73.2% for those without. This pattern suggests that while Novel Effect can increase engagement, especially among younger students, its impact may decrease with age. Additionally, Novel Effect had a positive impact on engagement by re-engaging first graders who had lost focus during the read-aloud session. According to the data, first graders became re-engaged again after losing focus on the read-aloud 100% of the time when Novel Effect was used. In contrast, when the sound effects were not used, students did not re-engage by the end of the session. However, third-grade data shows that Novel Effect did not have the same effect on older students. Most students remained engaged during the teacher’s read-aloud with or without the sound effects application, and students did not re-engage the few times engagement dropped, even with Novel Effect in use.

Implications

The study into Novel Effect's integration within read-aloud sessions suggests that, while the tool proves to increase student engagement, particularly among younger students, it does not significantly aid in comprehension. Additionally, while engagement data implies Novel Effect enhances the read-aloud experience for students, it is not a standalone solution for read-aloud effectiveness. Teachers found it challenging to integrate traditional pedagogical techniques during sessions with Novel Effect which are essential for comprehension. Stopping to facilitate discussion, asking questions, and interacting with the students are essential teaching strategies that support comprehension and engagement. The role of the teacher remains crucial. Novel Effect is a useful tool when integrated into a comprehensive read-aloud approach, where it compliments traditional teaching methods rather than replaces them.

In summary, these insights highlight the importance of a balanced approach to integrating technology like Novel Effect in educational settings. The varying responses across different ages also suggest that the effectiveness of such technologies is age-dependent, which could influence how they are implemented. While this product can make sessions more engaging and dynamic, Novel Effect is not a substitute for interactive and methodical teaching practices. The results of this study ultimately suggest that Novel Effect is best used as a support, not a replacement, to interactive learning and comprehension-building strategies.

References