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

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.

Name thesis:degree_name

Master of Science in Education in Elementary Education

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Childhood Education and Family Studies

Year

2003

Author dc:creator

• Van Deren, Angela

Contributors dc:contributor

• Cynthia Wilson

• Elementary Education and Teaching

Statement dc:rights

• © Angela Van Deren

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/716

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1717