Identification of the Read-Aloud Method for Improving Primary School Students’ Reading Literacy: A Systematic Literature Review

DOI

10.2991/978-2-38476-450-1_5How to use a DOI?

Keywords

Read-Aloud Method; Literacy Education; Reading Comprehension

Abstract

Literacy development is a fundamental component of primary education, with the read-aloud method widely recognized as an effective strategy for enhancing reading comprehension, vocabulary acquisition, and student engagement. This study employs a systematic literature review (SLR) methodology, guided by the PRISMA framework, to synthesize research on the effectiveness of the read-aloud approach in literacy education. Data were retrieved exclusively from Google Scholar, focusing on peer-reviewed studies published between 2018 and 2024. The findings indicate that read-aloud practices significantly improve literacy outcomes, particularly when implemented in interactive and structured instructional settings. However, the effectiveness of this method is contingent on factors such as teacher proficiency, resource availability, and classroom engagement strategies. While the study highlights the positive impact of read-aloud sessions, it also identifies key challenges, including disparities in implementation and access to high-quality reading materials. Future research should explore empirical and longitudinal studies to further validate the effectiveness of this method across different educational settings. The implications of this study emphasize the need for policy interventions, teacher training programs, and the integration of digital reading tools to optimize literacy instruction. By adopting these recommendations, educators and policymakers can enhance literacy education and ensure long-term academic success for young learners.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nia Nurniati
AU  - Ujang Syarip Hidayat
AU  - Barkah Barkah
AU  - Nenden Hendarsih
PY  - 2025
DA  - 2025/07/28
TI  - Identification of the Read-Aloud Method for Improving Primary School Students’ Reading Literacy: A Systematic Literature Review
BT  - Proceedings of the 5th International Conference on Education, Humanities, and Social Science - Japan Series (ICEHoS 2025)
PB  - Atlantis Press
SP  - 61
EP  - 74
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-450-1_5
DO  - 10.2991/978-2-38476-450-1_5
ID  - Nurniati2025
ER  -