Read Alouds of Picture Books to Support Third Grade Students with Learning Disabilitie

The purpose of this study was to determine if read alouds of picture books influence the ability of third grade students with learning disabilities to independently describe and explain character traits. With the ever-demanding state mandated standards in place, students with disabilities are struggling to meet the same expectations as general education students. These students are having difficulties explaining the actions or events that demonstrate specific character traits and comprehending how these may affect the plot. This is a key third grade standard for English Language Arts. In order to support the achievement of these students, teachers need to incorporate interactive read alouds to help students develop the necessary comprehension skills.;Theories support the use of collaboration, scaffolding, and modeling to guide students through tasks. Review of literature also resulted in several themes regarding read alouds. First, the literature concluded that scaffolded read alouds are effective ways to improve vocabulary and comprehension. Research also indicated that illustrations shown during read alouds can impact and enhance how students comprehend a text. Finally, the research concluded that higher levels of engagement during read alouds lead to increased comprehension. After analyzing existing theories and research, it was determined that social interactions and guided instruction during read alouds of picture books can enhance student engagement and understanding.;The eight-week study was conducted in the naturalistic setting of a third grade inclusion classroom. A descriptive qualitative design model was implemented where the researcher collected and analyzed the data. Three students participated based on convenience sampling, one female and two males. Two of the students have IEPs and one student has a 504 Plan. Triangulation of the data was utilized to ensure validity and reliability. The professional journal, student work samples, and pre- and post-assessments were constantly compared throughout the study to identify emerging patterns or themes.;The findings suggest read aloud settings are an excellent opportunity for teachers to instruct students and encourage peer collaboration. Mini-lessons were conducted in areas of need and students used peer interactions to support the development of new skills. Scaffolded practice was also provided before, during, and after read alouds. Retellings occurred before the second reading of the story, where students gradually began incorporating character traits. Peer discussions continued throughout the read alouds and made an impact on student responses, as demonstrated in the student work samples. Students also demonstrated growth during independent practice. The students began utilizing ideas from peer discussions and illustrations in their responses. The pre- and post-assessments demonstrated growth in correctly identifying and providing evidence for character traits and describing how the character's actions impact the plot. Through modeling, scaffolded instruction, and heterogeneous pairing, the students were given the supports needed to make gains in their ability to meet this specific third grade language arts standard independently. Based on the reviewed theories, literature, and conclusions drawn from the study, it is recommended that teachers incorporate read alouds into their language arts instruction, encourage time for peer discussions, and provide scaffolded practice before, during, and after reading.