| This study examines whether reading adult literature aloud to children in the intermediate classroom would increase student listening skills and reading comprehension skills as measured by significant grade equivalency achievement scores.;Beyond the text scores, additional positive student benefits are discussed.;The Stanford Achievement Test, a norm-referenced standardized test, was used as the measure for both pre-testing and post-testing in the thesis classroom and the control classroom. The test statistics cover two school calendar years from August, 1994 to May, 1996. While the conclusive results showed an approximate six-month gain in both listening skills and reading comprehension skills in the thesis classroom students over the control classroom students, these student gains are not considered significant. |
