How Read Alouds Can Promote Higher-Level Thinking Skills in Students with Developmental Disabilities
Program
Special Education M.A.
Number of Pages
41
Year Approved
2022
First Advisor
Silmser, Lisa
Second Reader
Amie Grubidge;
Abstract
This thesis consists of a literature review of research in the area of read alouds and how they can promote higher-thinking skills in students with developmental disabilities. Historically, read alouds have been used in early elementary schooling to expose children to their earliest reading experiences with an adult reading simple picture book stories. Recent research in read alouds has revealed strategies that educators can use to encourage the development of higher-thinking skills through ‘deeper’ comprehension of text. These techniques involve adapting both text material and literacy enhancements to text. Educators can improve outcomes through the use of prompting and time delay, modeling and scaffolding, and creating questions that require students to go beyond literal and basic recall. This moves their understanding, through analysis, prediction, and summation of text material, to a higher-level understanding of a text that prepares students to use those advanced thinking skills in making decisions that impact their future.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Bakken, J. M. (2022). How Read Alouds Can Promote Higher-Level Thinking Skills in Students with Developmental Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/896