Date of Award
10-12-2024
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Brian Boothe
Second Reader
Danielle Thompson
Keywords
read alouds, fluency, comprehension, enjoyment of literacy, elementary
Abstract
Abstract
This paper examined research in regards to the effects of read alouds in the elementary school setting. Read alouds provided educators a way to equitably and inclusively introduce stories to students that will ultimately enhance their reading ability, comprehension, and overall enjoyment of literacy. The research analyzed in this paper consisted of qualitative, quantitative, and mixed-methods research. The research looked at the different aspects of read alouds such as interactive strategies, repeated readings, and shared readings; as well as how read alouds impact vocabulary acquisition and social-emotional wellbeing. The research suggested parents and teachers are role models to young children when reading first becomes interesting. A child is more likely to become a life-long reader if they have parents and teachers to look up to. In regards to reading ability and comprehension, read alouds impacted English Language Learners in a positive way, as well as other students. As teachers read stories, students hear inflections and what fluent reading sounds like. Research concluded that read alouds positively impact enjoyment of literacy as students are exposed to new stories and genres that may spark a new interest in reading. Read alouds allow for educators to share stories with students that could impact them for the rest of their lives. Read alouds should be considered a necessary component when planning classroom routines. Future studies can also be conducted to investigate the effect of read alouds when it comes to writing and individual reading comprehension.
Keywords: read alouds, fluency, comprehension, enjoyment of literacy, elementary