Date of Award
5-2020
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Heidi James
Department/School
Montessori Elementary Education, Elementary Education
Abstract
This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning. Keywords:
Recommended Citation
Kirk, Lesley. (2020). The Impact of Read Aloud with Socratic Discussion on the Literacy and Critical Thinking Skills of the Elementary Student Submitted on May 21, 2020 in fulfillment of final requirements for the MAED degree Lesley Kirk Saint Catherine University St. Paul,. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/346