Date of Award/Publication
MS in Literacy Education
The focus of this study was to determine how interactive read alouds effect student comprehension with the claim being that they increase comprehension scores. Through the use of observation, interviews, questionnaires, and comprehension questions, data was collected. When given questions after three read alouds and three independent readings, student comprehension scores were higher following the read alouds for below average and average readers. There was no difference in scores for the above average readers. The implications of this study include using read alouds as a support in intermediate grades, average and below average readers preferring read alouds to independent reading, and using interactive read alouds to help engage students and enhance the discussion of text.
Hazzard, Kelly, "The Effects of Read Alouds on Student Comprehension" (2016). Education Masters. Paper 351.
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