Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficienc
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Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency Doris Luft Baker1,3 · Lana Santoro2 · Gina Biancarosa2 · Scott K. Baker1,2 · Hank Fien2 · Janet Otterstedt2
© Springer Nature B.V. 2020
Abstract We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment condition implemented a 19-week set of read aloud lessons during whole-class read aloud time. Read alouds included the systematic use of narrative and expository texts, before-, during-, and after-reading components, the use of teacher-facilitated text-based discourse, and explicit comprehension instruction. Results indicated main effects of treatment on vocabulary knowledge. Exploratory findings indicated a significant interaction effect of treatment and recommended features of read aloud instruction on all outcomes. Specifically, students of teachers in the treatment condition who were rated higher on adhering to recommended features of read aloud instruction had better outcomes on vocabulary, comprehension, and language outcomes on expository and narrative text than treatment teachers who closely followed intervention materials without dynamically adjusting to student responses. We discuss these findings in the context of other read aloud studies, including a previous study that used the same intervention in a different setting and with a less diverse sample of students. Keywords Read alouds · Text-based comprehension instruction · Narrative text · Expository text
* Doris Luft Baker [email protected] 1
Department of Teaching and Learning, Simmons School of Education, Southern Methodist University, Dallas, TX 75275, USA
2
University of Oregon, Eugene, OR 97403, USA
3
University of Texas, Austin, TX 78712, USA
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D. L. Baker et al.
Introduction This article presents the results of a replication study of a read aloud intervention in grade 1. In the original study, students in classrooms randomly assigned to the read aloud treatment condition outperformed students in comparison classrooms on two outcome measures: vocabulary and narrative retell (Baker et al., 2013). On two outcome measures, expository retell and a standardized measure of listening comprehension, differences were not significant. The same intervention implemented in the original study was implemented in this replication. The original study was conducted in the Pacific Northwest. The replication was conducted in the Mid-Atlantic region of the U.S. The value of replication research in education is increasing, both because replications are crucial in scientific research and because they lead to stronger and more accurate policy and practice recommendations (Makel & Plucker, 2014). However, in a study on replicat
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