Effects of Daily Read-Alouds on Students' Sustained Silent Reading

Authors

  • Lauren A. Pegg
  • Frederick J. Bartelheim University of Northern Colorado

Abstract

This action research project investigated the effects of daily teacher read-alouds on first graders’ ability to sustain silent reading for an extended length of time. Students’ enjoyment of silent reading was also investigated. The data on ability to sustain silent reading was collected from timed silent reading experiences, and a pre and post survey completed by students on their enjoyment and performance during silent reading time. The findings of the study suggest an increase in the length of time students silently read to themselves as a result of daily teacher read-alouds. Additionally, survey comments suggested an increase in enjoyment of silent reading as a result of the daily read-alouds.

Author Biographies

Lauren A. Pegg

Elementary School Teacher M.A.T

Frederick J. Bartelheim, University of Northern Colorado

Frederick J. Bartelheim is a Professor of Educational Foundations and Curriculum Studies in the School of Teacher Education at the University of Northern Colorado.  He is also the Coordinator of the M.A.T: Curriculum Studies Program.

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Published

2011-06-05

How to Cite

Pegg, L. A., & Bartelheim, F. J. (2011). Effects of Daily Read-Alouds on Students’ Sustained Silent Reading. Current Issues in Education, 14(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/771

Issue

Vol. 14 No. 2 (2011)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.