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

Author/Creator

Author/Creator ORCID

Date

2009-07

Department

Program

Masters of Education

Citation of Original Publication

Rights

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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.