Model
Digital Document
Publisher
Florida Atlantic University
Description
The present experimental study examined the effects of using a science textbook for
the purpose of teaching reading comprehension skills to a sample of 99 fourth grade
students from four classrooms at Pembroke Pines/Florida State University Charter School
in Broward County, Florida. Ninety-nine students were assessed twice in word
recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic
Assessment of Reading. Approximately half of the students in the sample (n=49) were in
the control group with the remainder (n=50) in the experimental group.
Overall there was no significant difference between the experimental and control
groups based on MANOVA, which tested an optimized composite of dependent
variables. Scores for all subtests for both groups increased from the pretest to the posttest,
and the highest scores were for the oral reading subtest. Upon individual ANOVA,
statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or
interaction was observed.
the purpose of teaching reading comprehension skills to a sample of 99 fourth grade
students from four classrooms at Pembroke Pines/Florida State University Charter School
in Broward County, Florida. Ninety-nine students were assessed twice in word
recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic
Assessment of Reading. Approximately half of the students in the sample (n=49) were in
the control group with the remainder (n=50) in the experimental group.
Overall there was no significant difference between the experimental and control
groups based on MANOVA, which tested an optimized composite of dependent
variables. Scores for all subtests for both groups increased from the pretest to the posttest,
and the highest scores were for the oral reading subtest. Upon individual ANOVA,
statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or
interaction was observed.
Member of