Effects of Story Read-Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence from Nigeria

Autor/inn/en	Moussa, Wael; Koester, Emily
Titel	Effects of Story Read-Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence from Nigeria
Quelle	In: Reading Research Quarterly, 57 (2022) 2, S.587-607 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moussa, Wael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.427
Schlagwörter	Story Reading; Oral Reading; Reading Aloud to Others; Reading Instruction; Instructional Effectiveness; Reading Improvement; Reading Skills; Elementary School Teachers; Reading Teachers; Elementary School Students; Grade 2; Foreign Countries; Reading Achievement; Listening Comprehension; Phoneme Grapheme Correspondence; Decoding (Reading); Reading Fluency; Effect Size; Reading Motivation; Teaching Experience; Literacy; Nigeria + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseunterricht; Unterrichtserfolg; Reading skill; Lesefertigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Lesenlernen; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Leseleistung; Hörverständnis; Dekodierung; Lesemotivation; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place in a cluster randomized trial of 199 schools in Northern Nigeria. In treatment schools, second-grade teachers conducted weekly read-aloud lessons as an addition to the core learning curriculum. In control schools, second-grade teachers implemented only the core curriculum, without weekly read-aloud lessons. We found that story read-alouds led to positive effects on listening comprehension, letter sound recognition, nonword decoding, and reading fluency, with effect sizes between 0.17 and 0.33 standard deviations. These outcomes suggest that enhanced student motivation from read-alouds may enhance text-based skills. To identify the effects of increased teacher experience on read-aloud effectiveness, we employed a two-period difference-in-differences approach. We found that increased teacher experience explained between 26% and 51% of the overall read-aloud effect, depending on the literacy subskill. We also found that the read-aloud effects coupled with increased teacher experience had an equalizing effect on the reading outcomes of students from divergent home literacy environments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01