This quasi-experimental study examined the impact of reading aloud using theme-based material on the change from baseline to study endpoint in Crystallized Intelligence (Gc) of first grade students (Kaufman & Kaufman, 2004). A total of 39 students (19 male, 20 female) from two districts in a Midwestern state were recruited to participate. To calculate Crystallized Intelligence, data was gathered using three subtests of the Kaufman Assessment Battery for Children, Second Edition: Expressive Vocabulary, Verbal Knowledge and Riddles. Study duration was six weeks, during which time students in a theme-based Read Aloud group listened to 15 books related to the Common Core Life Sciences Standard. Simultaneously, students in anon-theme-based Read Aloud group were read 15 books not connected by a specific science or social studies topic, but appropriate according to the Common Core State Standards. Students exposed to theme-based Read Aloud experienced a statistically significantly greater increase from baseline to study endpoint in Crystallized Intelligence compared to students exposed only to non-theme-based Read Aloud. No statistically significant differences were found for any of the three individual subtests. Subgroup analyses by gender and student socioeconomic status found no statistically significant association between either of these subgroup variables and Read-Aloud type for Crystallized Intelligence or any of its component subtests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]