<![CDATA[This investigation seeks to ascertain the impact of the read-aloud pedagogical approach on the reading comprehension capabilities of students in the third grade of elementary school. A significant impediment to reading proficiency among many early-stage learners stems from insufficient engagement with reciprocal reading pedagogy, thereby posing a substantial challenge within primary educational frameworks. A quasi-experimental methodology, incorporating a non-equivalent control group structure, was implemented, encompassing 60 participants allocated to an experimental cohort (n=30) exposed to the read-aloud strategy and a control cohort (n=30) engaged in solitary reading. Assessment data were aggregated via a 15-item objective test featuring multiple-choice responses, predicated upon the five comprehension indicators delineated by Burns and Roe. Subsequent statistical analysis was conducted utilizing an independent samples t-test. The findings revealed that the experimental cohort (M=69.33) exhibited statistically superior performance relative to the control cohort (M=55.53), yielding a t-statistic of t(58)=4.808 and a p-value less than 0.001. This outcome substantiates the efficacy of the read-aloud strategy in augmenting reading comprehension among third-grade pupils.]]>
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