Date of Award

2-15-2013

Document Type

Graduate Field Experience

Colleges & School

College Of Education And Leadership

First Advisor

Holly Dionne

Library of Congress Subject Heading

Reading comprehension--Study and teaching; Reading (Kindergarten)

Abstract

This study was conducted in a kindergarten classroom to see if teacher read alouds would increase overall comprehension. This study was conducted over a six-week period during the 2011-2012 academic school year. The kindergarten classroom that participated in the study was located in Cambridge, Wisconsin. The researcher found a correlation between increased read aloud practice and increased comprehension and retelling scores. The data collected concluded that as read alouds increased, so did comprehension and retelling scores.

Rights

Open Access

OCLC Number

827952453

Is this full-text open access?

1

Included in

Education Commons

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