Although numerous studies have been conducted on reading aloud to elementary students, there is a need for additional research in reading aloud to middle school students. The main question is: are the benefits of reading aloud to elementary students comparable to middle school students? Reading aloud has proven to increase elementary students' comprehension, vocabulary, fluency, motivation, and encourage students' understanding of content matter. While reading aloud is a common practice among elementary teachers and students, the practice all but diminishes by middle school (Delo, 2008; Trelease, 2006). This mixed method study was conducted in three public school districts in Missouri to examine why teachers read-aloud to students and why students do or do not read independently. Seventh grade students were identified by Reading or Language Arts teachers as either enjoying independent reading or not enjoying independent reading. Then, students' reading scores were compared to interview responses regarding perceptions of reading aloud. Two teachers from each school district were interviewed regarding reasons for reading aloud and interview responses were analyzed. Teacher surveys were distributed among school districts, which provided quantitative data for the study. Qualitative results indicated when teachers read-aloud to students, comprehension and motivation were increased. Students reported enjoying reading more when teachers read-aloud to them, thus providing insights and recommendations for reading aloud and reasons for implementing practice. Quantitative data did not show a significant difference between students who enjoy reading and those same students' reading achievement scores; however, the mean of the two scores were worth noting as students who enjoy reading tended to score higher academically.
|Commitee:||DeVore, Sherry, Reid, Terry, Swofford, Brad|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Literacy, Reading instruction|
|Keywords:||Achievement, Reading comprehension, Vocabulary|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be