Influence of Reading Aloud Strategies on the Learners' Reading Comprehension

This study investigated the influence of reading aloud strategies on learners' reading comprehension, employing a quasi-experimental research design that compared a control group with an experimental group. This highlights the persistent challenges in reading comprehension, particularly among socioeconomically disadvantaged students, and underscores the need for evidence-based strategies, such as interactive read-alouds, to bridge literacy gaps. The study involved pretest-posttest assessments of 36 participants (18 in each group), with the experimental group receiving targeted read-aloud sessions that incorporated expressive reading, dialogic questioning, and peer discussions, while the control group followed conventional instruction. Data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test to compare score differences. This revealed that all participants in the experimental group progressed from the "Frustration" to the "Independent" level. In contrast, 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), indicating the efficacy of the intervention. 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.