Read-Alouds and Their Impact on Reading Comprehension on First Graders
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2009-07
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
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.
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.