Read-Alouds and Their Impact on Reading Comprehension on First Graders
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Type of Work22 p.
action research papers
ProgramMasters of Education
RightsCollection 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 firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading comprehension -- Study and teaching (Primary)
Oral reading -- Study and teaching (Primary)
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.