{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1717"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1717","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Effect of Repeated Read-Aloud Strategy on Preschool Children's Reading Comprehension","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Van Deren, Angela"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Cynthia Wilson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-01T07:00:00Z","date_published":"2003-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:48Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Angela Van Deren"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/716","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cynthia Wilson"]},{"key":"dc:creator","label":"Author","values":["Van Deren, Angela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Angela Van Deren"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/716"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["The Effect of Repeated Read-Aloud Strategy on Preschool Children's Reading Comprehension"]}]}],"canonical_facts":{"dc:contributor":["Cynthia Wilson"],"dc:creator":["Van Deren, Angela"],"dc:description.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."],"dc:identifier":["https://bearworks.missouristate.edu/theses/716"],"dc:rights":["© Angela Van Deren"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["The Effect of Repeated Read-Aloud Strategy on Preschool Children's Reading Comprehension"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:48Z"}