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ERIC Number: ED556511
Record Type: Non-Journal
Publication Date: 2013
Pages: 203
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-1921-9
ISSN: N/A
Read Alouds in the Preschool Classroom: A Tool for Developing Pre-Emergent Vocabulary, Print Awareness, and Comprehension Skills
Cesar, Rachel
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The Read Aloud strategy is uniquely suitable for the preschool classroom. On the peripheral, the Read Aloud is a natural, relaxed activity. With the increase of accountability and assessments in formal education (Meier, 2003), it has become more crucial for educators to prevent interruptions in the acquisition of emergent skills by preschoolers. This quantitative study used both a correlational and an experimental design to measure any change in preschools students' vocabulary, print awareness concepts and comprehension level as a result of participating in the interactive read aloud program. Results of the data analysis found that there was a significant improvement from pre-test to post-test in vocabulary acquisition, comprehension and print awareness skills for both groups (Group A: fiction only and Group B: fiction and non-fiction). Any number of curriculum topics can be taught by using an interactive read aloud approach. The key to successful read aloud events are planning and appropriate text selection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A