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Effects of sustained silent self-sel...
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Owens, Gayle M.
Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students./
作者:
Owens, Gayle M.
面頁冊數:
100 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2028.
Contained By:
Dissertation Abstracts International64-06A.
標題:
Education, Reading. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496423363
Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students.
Owens, Gayle M.
Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students.
- 100 p.
Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2028.
Thesis (Ed.D.)--Texas A&M University - Commerce, 2003.
This study investigated the effects of a sustained silent self-selected reading on vocabulary, reading comprehension, and combined vocabulary and comprehension among 113 fourth through sixth grade students. This 15-week quasi-experimental study used pretest and posttest scores from a standardized reading test to compare differences between experimental and control groups.
ISBN: 0496423363Subjects--Topical Terms:
1000005408
Education, Reading.
Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students.
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Effects of sustained silent self-selected reading on vocabulary knowledge and reading comprehension among intermediate grade students.
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Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2028.
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This study investigated the effects of a sustained silent self-selected reading on vocabulary, reading comprehension, and combined vocabulary and comprehension among 113 fourth through sixth grade students. This 15-week quasi-experimental study used pretest and posttest scores from a standardized reading test to compare differences between experimental and control groups.
520
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Among fourth and sixth grade students, the differences in pretest and posttest scores between the treatment and control groups were statistically nonsignificant. For fifth grade students, the difference was statistically significant for vocabulary and combined vocabulary and comprehension favoring the treatment group. The fifth grade reading comprehension scores were nonsignificant.
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Although all mean scores did improve for each grade level in all areas tested, the only significant differences were found at the fifth grade level for vocabulary and combined vocabulary and comprehension; therefore, sustained silent self-selected reading did have a positive effect on reading achievement at the fifth grade level. Given that the differences in mean gains approached significance at other grade levels, additional studies should be encouraged among intermediate students, whereby the length of such studies is extended and other variables are explored.
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