Effects of Teachers' Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades.

Brabham, Edna Greene; Lynch-Brown, Carol

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Peer reviewed

ERIC Number: EJ653370

Record Type: Journal

Publication Date: 2002

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ISSN: ISSN-0022-0663

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Effects of Teachers' Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades.

Brabham, Edna Greene; Lynch-Brown, Carol

Journal of Educational Psychology, v94 n3 p465-73 Sep 2002

Effects of just reading, performance reading, and interactional reading-aloud styles on learning were assessed for 117 first graders and 129 third graders. Results reveal that reading-aloud styles produced statistically significant effects on vocabulary acquisition and comprehension and similar results at each grade level. Vocabulary acquisition was facilitated more by interactional reading than performance reading. (Contains 66 references and 3 tables.) (GCP)

Descriptors: Comprehension, Oral Reading, Primary Education, Teaching Methods, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A