Dissertation/Thesis Abstract

The effects of independent reading on the reading comprehension skills of sixth-grade students
by Salters, Denecise Darcell, Ed.D., University of Phoenix, 2008, 148; 3501605
Abstract (Summary)

Educational stakeholders and policy makers need research results to show the effectiveness of various reading comprehension strategies. The purpose of this quantitative experimental study was to determine the degree of effectiveness of independent reading on the reading comprehension skills of sixth-grade students. The sixth-grade students were randomly assigned into four treatment groups and one control group. Treatment group one students received direct instruction (with four main reading comprehension strategies, which included preparational, organization, elaboration and monitoring), parental involvement (using before-, during-, and after-reading comprehension strategies), and at least 30 minutes of reading each day. Treatment group two students received direct instruction using the four reading comprehension strategies (preparational, organizational, elaboration and monitoring). Treatment group three students received guidance from parents who used before-, during- and after-reading strategies. Treatment group four students read independently for at least 30 minutes each day. The control group students received no treatment. The Test of Reading Comprehension (TORC-3) operated as the pretest and posttest. A nonparametric one-way Kruskal-Wallis ANOVA were used to analyze pre- and posttest scores after the data were not normal. The research results substantiated a significant difference between student’s pretest and posttest scores between students in treatment group one and two and in treatment group one and three. The students in treatment group four did not show any significant differences between pretest/posttest scores from other treatment groups or the control group. There was no significant difference of pretest/posttest scores between any of the treatment groups when compared to the control group.

Indexing (document details)
Advisor: Lobell, Leona M.
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 73/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Elementary education, Literacy, Reading instruction
Keywords: Independent reading, Reading comprehension
Publication Number: 3501605
ISBN: 978-1-267-23312-7
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest