Influence of Reading Aloud Strategies on the Learners' Reading Comprehension

This study investigated the influence of reading aloud strategies on the learners' reading comprehension, employing a quasi-experimental research design between a control group and an experimental group. This highlights the persistent challenges in reading comprehension, particularly among socioeconomically disadvantaged students, and underscores the need for evidence-based strategies like interactive read-alouds to bridge literacy gaps. It involved pretest-posttest assessments of 36 participants (18 in each group), with the experimental group receiving targeted read-aloud sessions incorporating expressive reading, dialogic questioning, and peer discussions, while the control group followed conventional instruction. Data were analyzed using Wilcoxon signed-rank and Mann-Whitney U tests to compare score differences. This revealed that all experimental group participants progressed from the "Frustration" to the "Independent" level, whereas only 50% of the control group reached the "Instructional" level, with none achieving independence. Statistical analysis confirmed significant posttest differences (p < 0.001) with a large effect size (d = -1.00), demonstrating the intervention’s efficacy. Additionally, participant surveys reflected strong positive attitudes toward read-aloud activities (weighted mean = 3.36). This contextualizes these findings within existing literature, emphasizing the role of teacher modeling, culturally relevant texts, and engagement strategies in literacy development. The study concludes with actionable recommendations for teachers, policymakers, and researchers to integrate read-aloud interventions into curricula, support teacher training, and explore scalable applications in diverse settings.