Abstract:
This study was conducted over ten weeks with fifty three 5 to 6 year-old kindergarteners from
economically disadvantaged homes learning French as a second language. The read-aloud
strategy consisted of two teachers reading storybooks to children and explaining unfamiliar
words. The teachers engaged children in meaningful discussions about the text, involving logical
and critical thinking. Data were collected through observations, conferences with children, and
children’s writing samples. Findings revealed gains in children’s vocabulary and comprehension
skills. Students were able to use the new vocabulary words and engage in analysis and synthesis
as they participated in discussions of the real-aloud stories.
Citation:
Oueini, H., Bahous, R., & Nabhani, M. (2008). Impact of read-aloud in the classroom: a case study. Reading, 8(1).
