Read-Alouds and Their Impact on Reading Comprehension on First Graders
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Masters of Education
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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.