Show simple item record

dc.contributor.advisorFrederick, Amy
dc.contributor.authorMitchell, Amy
dc.date.accessioned2015-05-19T16:51:27Z
dc.date.available2015-05-19T16:51:27Z
dc.date.issued2015-05-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/72217
dc.descriptionPlan B Paper. 2015. Master of Science in Education-Reading--University of Wisconsin-River Falls. Teacher Education Department. 32 leaves. Includes bibliographical references (leaves 30-32).en
dc.description.abstractWith elementary schools using comprehensive and demanding reading curricula, interactive read-alouds are often being neglected, or implemented without utilization to their fullest potential. Research shows that read-aloud time can be effectively utilized for comprehension instruction without sacrificing enjoyment and engagement. To investigate the impact of interactive read-alouds, I planned my read-aloud time using research based strategies. I carefully planned stops during reading to model thinking, ask questions, and facilitate student discussions. Students were assessed using graphic organizers, observations, recorded conversations, and standardized tests. Quantitative results indicated read-alouds reinforce the importance of students being read to, as well as demonstrating that interactive read-alouds are an effective way to boost student comprehension scores. Qualitative data revealed an overall improvement in student comprehension through graphic organizers and student conversation.en
dc.language.isoen_USen
dc.titleEffect of interactive read-alouds on student comprehensionen
dc.typeThesisen
thesis.degree.levelMSEen
thesis.degree.disciplineReadingen


Files in this item

Thumbnail
Thumbnail
Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record