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DeVore, OSU Dissertation.pdf (1.99 MB)

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Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension

DeVore, Trenton Michael Tremains
http://orcid.org/0000-0002-9312-1703
http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625

Abstract Details

2020, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
The purpose of this study was to examine the effects of traditional, single vs. immediate repeated read-aloud on the listening comprehension of preschool-aged children. An alternating treatment design was used to assess the effects of single vs. multiple practice. The participants included four children, ages 4 years through 4 years 11 months. The study was conducted within a non-profit child development center. Children’s comprehension of read-alouds was measured by number of factual and causal questions answered correctly as compared to a key. Visual analysis of level, trend, variability, immediacy of the effect, overlap, and consistency of data patterns across phases as well as means and mean differences were examined to determine interventions effects. Results demonstrated participants on average performed better when answering comprehension questions after the immediate repeated read-aloud intervention (M = 3.29) than answering comprehension questions after the single read-aloud intervention (M = 2.71). However, the magnitude of separation between averages and data points was small, and the consistency of separation between data points was poor. Additionally, participants answered more factual and causal questions correctly for immediate repeated read-aloud (M = 1.8 and M = 1.5, respectively) than factual and causal questions answered correctly for single read-aloud (M = 1.63 and M = 1.1, respectively). Furthermore, the improvement observed from single read-aloud to immediate repeated read-aloud was greater for causal questions (increase of M = 0.4, 36.4%) than for factual questions (increase of M = 0.17, 10.4%). Factual questions answered correctly, however, outperformed their counterparts within a given intervention for both single read-aloud and immediate repeated read-aloud. This study extends previous research on read-aloud interventions by comparing single read-aloud to the novel, immediate repeated read-aloud—both administered in traditional format. Following data analysis, limitations of the current study, implications for practice, and direction for future research are discussed.
Laurice Joseph, Ph.D (Advisor)
Sheila Alber-Morgan, Ph.D, BCBA-D (Committee Member)
Antoinette Miranda, Ph.D (Committee Member)
146 p.
Early Childhood Education; Preschool Education; Reading Instruction
traditional; single read-aloud, read-alouds; shared-book reading; repeated book-sharing; repeated read-aloud; immediate repeated read-aloud; listening comprehension; inference; inferencing; preschool; preschoolers

Recommended Citations

Citations

  • DeVore, T. M. T. (2020). Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625

    APA Style (7th edition)

  • DeVore, Trenton. Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension. 2020. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.

    MLA Style (8th edition)

  • DeVore, Trenton. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension." Doctoral dissertation, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625

    Chicago Manual of Style (17th edition)

osu1576846029729625
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