The Effect of Repeated Read-Aloud Strategy on Preschool Children's Reading Comprehension

Date of Graduation

Spring 2003

Degree

Master of Science in Education in Elementary Education

Department

Childhood Education and Family Studies

Committee Chair

Cynthia Wilson

Abstract

The purpose of this study was to determine the effect of the repeated read-aloud strategy on preschool children's reading comprehension. The repeated read-aloud strategy calls for a book to be read aloud at least twice to one or more individuals over several days or weeks. This study followed a quasi-experimental research design. Fourteen four-year-old preschool children from a Southwest Missouri Head Start Center were selected to participate. Data was collected over a three week period and then analyzed using a t-test at the .05 level of significance. There was not a significant difference between the scores for Week 1, Week 2, or Week 3 for the control and experimental groups. Additionally, a Paired Samples t-Test was performed pairing the Class A (experimental group) scores for Week 1 with their scores for Week 3. The Paired Samples t-Test indicated there was no significant difference, although an actual positive difference was realized. The hypothesis stating there will be a significant difference in the retelling of children who receive repeated read-alouds and children who do not receive repeated read-alouds was rejected at the .05 level of significance. The results of this study provided preschool teachers with data concerning the effectiveness of the repeated read-aloud strategy.

Subject Categories

Elementary Education and Teaching

Copyright

© Angela Van Deren

Citation-only

Dissertation/Thesis

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