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ERIC Number: ED349537
Record Type: RIE
Publication Date: 1992
Pages: 99
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Fourth Grade Read-Aloud Program.
Wright, Kelli B.
A study investigated the effects of a read-aloud program in the Stockton Unified School District, Kansas, the independent variables being type of instruction, gender, family structure, and perception of family. The dependent variables were Reading Vocabulary, Reading Comprehension, and Reading Total from the Science Research Associates test. Subjects were 43 fourth-grade children divided as follows: 19 children in the school read-aloud group; 14 children in the home read-aloud group; and 10 children in the control group. Of 18 comparisons made, 3 were statistically significant: school read-aloud group and Reading Vocabulary; school read-aloud group and Reading Total; and gender and Total Score for the home group. Results indicated that: read-aloud subjects who were read to by the teacher at school benefited more than the control group, and girls who were read to by parents achieved more than boys. Results also indicated no association between: (1) a read-aloud program implemented in the child's home and reading achievement; (2) gender and reading achievement in the school read-aloud program; (3) family structure and reading achievement in either read-aloud program; and (4) perception of family and the school read-aloud program. Significant main effects indicated the following: school read-aloud subjects had significantly higher scores than the control group for Reading Vocabulary and Reading Total; and girls who participated in the home read-aloud program had significantly higher achievement for Reading Total. (Six tables of data are included, and 19 appendixes containing letters to parents, pamphlets, lists of books, and a questionnaire are attached.) (Contains 28 references.) (Author/RS)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: SRA Diagnostic Reading Tests; Stockton Unified School District KS
Note: M.S. Thesis, Fort Hays State University.