Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, sixth grade students who were not receiving special education or additional reading intervention services. Until recently, research on read-aloud in the middle school has been limited. For the current investigation, students in two middle schools within the same school system in Virginia were tested using the Diagnostic Online Reading Assessment (DORA) during the fall of 2009 and again in the spring of 2010. Data from the pretest and posttest in the areas of reading comprehension and vocabulary were collected and analyzed using SPSS Version 18. Pretest and posttest raw scores, along with gender, were analyzed for reliability, and, correlational and multivariate analyses were conducted to examine for potential relationships and group differences. Qualitative data were gathered from anecdotal logs from the teachers from the treatment group and the researcher from fidelity checks throughout the research period. Information from teachers included: attendance, student reactions, lessons, and personal reflections. Researcher information included observations of teachers from control and treatment groups, and included information such as: types of questions asked, activities utilized, and demeanor/behavior of the students. This data was analyzed for trends to complement the quantitative data from the assessments. Significant findings and their implications are discussed.

Name thesis:degree_name

Doctor of Education (Educational Leadership)

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Department of Teacher Education and Leadership Studies

Grantor dc:publisher

Youngstown State University

Year dc:date

2012

Author dc:creator

• Kohart, Jennifer N.

Contributors dc:contributor

• Larwin, Karen

• Education
• Educational Tests and Measurements
• Literacy
• Middle School Education
• Reading Instruction
• Teacher Education
• Teaching
• middle school
• reading
• read-aloud
• reading assessment
• reading strategies
• teaching reading

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

OAI identifier oai:identifier

oai:etd.ohiolink.edu:ysu1363874120