The Effect of Read-Alouds on Sixth Grade Learning Disabled Students' Comprehension and Retention
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The purpose of this study was to investigate the effect of using read-alouds to affect sixth grade learning disabled students' comprehension and retention. A single subject design was used with six learning disabled students who received resource services for one period a day. A story was read to the students and the following day an eight question multiple choice test was given. Baseline data were taken from the first four stories. These stories were read to the students but did not include any discussion or questions about the story. During intervention, a story was read to the students with discussion before, during, and after the presentation. Each students' test scores were plotted on individual graphs. Consequently, baseline and intervention scores of each participant could be compared to see the effects of read-alouds on comprehension and retention. The results of this study indicated that read-alouds do have a positive effect on students with learning disabilities comprehension and retention.
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