Date of Award
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Oral reading; Active learning; Reading comprehension; Kindergarten
This action research was conducted with a small group of senior kindergarten students in a public school in the Midwest during the 2015-2016 school year. Throughout the six-week intervention, the researcher investigated the effects of interactive read-alouds on students’ narrative comprehension. The researcher, a Reading Specialist, utilized the Common Core State Standards, Lucy Calkins Reading Units of Study, and on-going collaboration with classroom teachers to determine appropriate expectations. With an exclusive focus on narrative comprehension, the researcher selected four narrative story grammar elements including characters, setting, problem/solution, and beginning, middle, and end. One week of the intervention was devoted to an overview of the elements. In the four sequential weeks the researcher instructed students on one specific element through the lens of interactive read-alouds, complete with explicit teaching points, researcher modeling, and opportunities for student discussion. The concluding week of the intervention provided a review of the four story grammar elements. The researcher conducted three pre and post assessments to determine student growth. The assessments utilized were the Qualitative Reading Inventory 5, the listening comprehension subtest of the Woodcock Reading Mastery Test-III, and a narrative retelling rubric from ReadWriteThink. The data collected led the researcher to conclude that explicit teaching of narrative story grammar elements through interactive read-alouds improved students’ retell of narrative story grammar elements as well as their listening comprehension.
Wabiszewski, Amy, "The effects of interactive read-alouds on emergent reader’s narrative comprehension" (2015). Master's Theses, Capstones, and Projects. 340.
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