Date of Award/Publication
5-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
Abstract
This research study aimed to determine if interactive read-alouds have a greater impact on student comprehension than non-interactive read-alouds when numerous factors are taken into consideration. It will be determined why interactive read-alouds have a greater impact on student comprehension. Data was collected through numerous observations, interviews, assessments, and two read-aloud sessions with four second grade males. Based on the results from this study, it is proclaimed that interactive read-alouds have a greater impact on student comprehension than non-interactive read-alouds. The use of interactive read-alouds in a classroom setting will lead to higher levels of participation and engagement among students and eventually lead to student independence.
Recommended Citation
Alessandra, Melissa, "Using Read-Alouds to Reinforce Comprehension in Second Grade Students" (2012). Education Masters. Paper 201.
https://fisherpub.sjf.edu/education_ETD_masters/201
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.