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An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

Scott K. Baker, Lana Edwards Santoro, David J. Chard, Hank Fien, Yonghan Park, Janet Otterstedt

The Elementary School Journal, 2013. DOI 10.1086/668503

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 mixed. The earliest on record is from 2020.

Replications

• Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency, Baker et al. (2020). Reading and Writing. Outcome recorded: mixed. 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. Outcome read from the abstract. View paper

Cite this record

Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade. The Elementary School Journal, 113(3), 331–358. https://doi.org/10.1086/668503

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