Structured Read-Aloud in Middle School: The Potential Impact on Reading AchievementReportar como inadecuado

Structured Read-Aloud in Middle School: The Potential Impact on Reading Achievement - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

Contemporary Issues in Education Research, v6 n2 p241-246 2013

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools within the same Virginia school district were assigned to receive the treatment of Structured Read-Aloud or received traditional middle-school reading instruction. These students were tested using the Diagnostic Online Reading Assessment (DORA), both in the fall before the intervention was implemented and again in the spring of the same year, to assess gains. Results indicate that the use of Read-Aloud instruction had an impact on student DORA scores, and implications of the research are discussed.

Descriptors: Middle Schools, Middle School Students, Reading Achievement, Reading Instruction, Reading Tests, Diagnostic Tests, Instructional Effectiveness, Reading Programs, Control Groups, Experimental Groups, Measures (Individuals), Demography, Statistical Analysis, Multivariate Analysis

Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff[at]; Web site:

Autor: Marchessault, Jennifer Kohart; Larwin, Karen H.


Documentos relacionados