Effect of interactive read-alouds on student comprehension

Abstract

With 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.