Increasing comprehension in a kindergarten classroom through read-alouds

Michelle Erickson

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.