Abstract/Details

The effects of interactive read -alouds on the reading achievement of middle grade reading students in a core remedial program


2007 2007

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Abstract (summary)

The purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study investigated the difference on the achievement scores on the Florida State Fluency Probes (FORF), the Florida Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the read-aloud strategy and sustained silent reading.

A Factorial ANOVA (analysis of variance) was used to test the effect of each of the treatments, read-alouds and sustained silent reading, on the dependent variables, FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and the teacher created tests and the interactions with grade level and gender. Results indicated a greater increase in fluency, as measured by the Florida State Fluency Probes, from 2006 to 2007, for students in the read-aloud group (test) as compared with students in the sustained silent reading group (control group), and for students in grades 6 and 7 as compared with students in grade 8. Overall there was no difference in fluency as moderated by gender.

The results of this study also found that read-alouds promoted increased performance of female students on the teacher-created tests. This suggests that read-alouds may play a role in increasing the performance of middle school at-risk female readers on similar instruments.

Indexing (details)


Subject
Secondary education;
Literacy;
Reading instruction;
Curricula;
Teaching
Classification
0533: Secondary education
0535: Literacy
0535: Reading instruction
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Interactive read-alouds; Middle grades; Read-alouds; Reading achievement; Remedial program
Title
The effects of interactive read -alouds on the reading achievement of middle grade reading students in a core remedial program
Author
Bishop-Temple, Catherine
Number of pages
253
Publication year
2007
Degree date
2007
School code
0119
Source
DAI-A 68/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549302179
Advisor
Crawley, Sharon J.
University/institution
Florida Atlantic University
University location
United States -- Florida
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3287381
ProQuest document ID
304848275
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304848275
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