Date of Award

Spring 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Diane Santori, Ed.D.

Committee Member

Kim Doan, Ph.D.

Abstract

Interactive read-alouds engage children in active thinking while reading, with the overall purpose of helping them understand that text should make sense (Scanlon et al., 2017). During an interactive read-aloud, adult readers read books aloud to children and include comments and questions before, during, and after reading aloud to initiate conversations. Discussions and transactions with text can also occur spontaneously (Scanlon et al., 2017). A paucity of research exists on how children with intellectual disabilities (ID) experience interactive read-alouds. The purpose of this instrumental case study was to determine how children with ID experience interactive read-alouds delivered by a parent reader. The sample represented in the study was two children (ages eight and nine) with ID and their parent readers. The adult participants each completed a survey, video-recorded a total of four interactive read-aloud sessions, and took part in a Zoom interview following the interactive read-aloud sessions to share their perspectives on the read-aloud experiences. Survey information, read-aloud transcripts, and parental interviews were coded using the constant comparative analysis method and themes then developed from the triangulated data. As a result of the uniqueness of each case, the two cases were compared and contrasted with respect to the research questions and sub-questions. Through this study, I discovered that the participating adults were able to implement the interactive read-aloud strategies with ease, and the role of choice in reading was a prominent theme. Most importantly, the interactive read-aloud fostered a positive bonding experience for parent and child.

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