Date of Award/Publication
5-2011
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Gloria E. Jacobs
Abstract
There has been a vast amount of research dedicated to the positive benefits of reading aloud to students. However, lacking in the current research is the effect of repeated read-alouds on student comprehension. This action research attempts to answer the question “How does the level of reading comprehension change with repeated read-alouds?” This research focused on three 3 rd grade students in a suburban school. Methodology included reading picture books multiple times and analyzing student’s oral and written responses. Data analysis indicates that as a student’s familiarity with the story increased, so does their level of understanding. This implies that an effective method for increasing student’s comprehension is to expose students to repeated readings.
Recommended Citation
Ventress, Lisa, "Elevating Student Comprehension through Repeated Read-Alouds" (2011). Education Masters. Paper 4.
https://fisherpub.sjf.edu/education_ETD_masters/4
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.