Structured Abstract
Intervention
The Story Read Aloud program is a read aloud curriculum designed to be delivered by classroom teachers to first grade students.
Research design and methods
In the first phase, the research team in collaboration with three first-grade teachers will design a read-aloud intervention that is appropriate for first graders. In the second and third phases of the study, the research team will experimentally evaluate the intervention's effectiveness at promoting comprehension skills in two cohorts of first-grade students. First graders in the intervention condition will be explicitly taught how to analyze a text using narrative text structure knowledge, how to answer inferential questions about texts, and how to identify the meaning of vocabulary words that are part of the texts they are reading. When compared to children in the no-intervention group, children who participate in the Story Read Aloud program are expected to demonstrate greater proficiency across a range of comprehension measures.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Santoro, L.E., Chard, D.J., Howard, L., and Baker, S.K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. Reading Teacher, 61(5): 396-408.
Related projects
Supplemental information
Co-Principal Investigator(s): Chard, David; Santoro, Lana Edwards
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
