期刊名称：International Journal of Evaluation and Research in Education (IJERE)
印刷版ISSN：2252-8822
出版年度：2014
卷号：3
期号：3
页码：187-196
DOI：10.11591/ijere.v3i3.6463
语种：English
出版社：Institute of Advanced Engineering and Science
摘要：Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools within the same Virginia school district were assigned to receive the treatment of Structured Read-Aloud or received traditional middle-school reading instruction. These students were tested using the Diagnostic Online Reading Assessment (DORA) both in the fall before the intervention was implemented, and then again in the spring of the same year to assess gains. Results indicate that the use of Read-Aloud instruction had an impact on student DORA scores and implications of the research are considered.
关键词：Middle School Read-Aloud Reading intervention Achievement gap Reading achievement
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