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ERIC Number: EJ938970
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1099-839X
Effects of Daily Read-Alouds on Students' Sustained Silent Reading
Pegg, Lauren A.; Bartelheim, Frederick J.
Current Issues in Education, v14 n2 2011
This action research project investigated the effects of daily teacher read-alouds on first graders' ability to sustain silent reading for an extended length of time. Students' enjoyment of silent reading was also investigated. The data on ability to sustain silent reading was collected from timed silent reading experiences, and a pre and post survey completed by students on their enjoyment and performance during silent reading time. The findings of the study suggest an increase in the length of time students silently read to themselves as a result of daily teacher read-alouds. Additionally, survey comments suggested an increase in enjoyment of silent reading as a result of the daily read-alouds. (Contains 1 figure and 3 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A