Teachers' Perceptions of Interactive Read-Alouds in the Middle School Self-Contained Classroom
Previous research indicates the importance of interactive read-alouds for all students (Pinnell, 2018; Fountas & Pinnell, 2006). For students with reading difficulties or disabilities, IRAs help level the playing field by allowing students access to rich, engaging, high-interest texts that they might not otherwise be able to comprehend. Other students benefitting from the implementation of interactive read-alouds include secondary students (Fountas & Pinnell, 2006) and students with moderate to severe disabilities (Mims, Hudson, & Browder, 2012). In this study, three self-contained special education teachers of students with mild to moderate disabilities will implement interactive read-alouds in their classroom daily. The purpose of this study is to discover teacher perceptions on interactive read-alouds and to identify changes, if any, in teachers’ perceptions after implementation of interactive read-alouds.
Hoover, Hayley, "Teachers' Perceptions of Interactive Read-Alouds in the Middle School Self-Contained Classroom" (2019). Graduate Research and Discovery Symposium (GRADS). 273.