Read-Alouds and Their Impact on Reading Comprehension on First Graders
| dc.contributor.author | Winfield, Jennifer | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2016-05-12T17:48:34Z | |
| dc.date.available | 2016-05-12T17:48:34Z | |
| dc.date.issued | 2009-07 | |
| dc.description.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. | en_US |
| dc.format.extent | 22 p. | en_US |
| dc.genre | action research papers | en_US |
| dc.identifier | doi:10.13016/M2QF45 | |
| dc.identifier.uri | http://hdl.handle.net/11603/2847 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.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. | |
| dc.subject.lcsh | Education -- Research papers (Graduate) | |
| dc.subject.lcsh | Reading comprehension -- Study and teaching (Primary) | |
| dc.subject.lcsh | Oral reading -- Study and teaching (Primary) | |
| dc.title | Read-Alouds and Their Impact on Reading Comprehension on First Graders | en_US |
| dc.type | Text | en_US |