Impact of Read_aloud in the Classroom

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.