Read-Alouds and Their Impact on Reading Comprehension on First Graders

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http://hdl.handle.net/11603/2847
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Author/Creator
Date
2009-07
Type of Work
22 p.
Text
action research papers
Program
Masters of Education
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Subjects
Education -- Research papers (Graduate)
Reading comprehension -- Study and teaching (Primary)
Oral reading -- Study and teaching (Primary)
Abstract
The purpose of this study was to determine whether read-aloud strategies would positively affect the reading comprehension achievement of a selected group of first graders over the course of a school year. The measurement tool was DIBELS assessment, dynamic indicators of basic early literacy skills. This study involved the use of a pretest/posttest design to compare data from September, 2008 to May of 2009. The hypothesis of this study was supported and there was a significant difference between pre and post test. These results could be attributable to a number of factors. However, research suggests that read-aloud strategies should be used in the primary classrooms in order to help with reading comprehension.