The following report demonstrates that reading aloud to first-grade children impacts not only on their experiential backgrounds but also on their language-appropriate behaviors, in ways which are easy to measure. In the study to be described, both traditional and novel means of measuring program gains are utilized to marshall still more empirical support for reading aloud to children.
Hooper, R. C., & Hare, V. C. (1982). Measureable Effects of a Read-Aloud Program. Reading Horizons: A Journal of Literacy and Language Arts, 22 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol22/iss4/5