The purpose of this study was to investigate methods for improving reading comprehension among struggling adolescent readers. More specifically, this study was concerned with: the effectiveness of pull-out intervention for reading outcomes in this population; the most effective type of intervention; and the contributions of instructional method to reading comprehension after decoding has been removed. These questions were answered with the help of 29 students from a rural school division in Saskatchewan who volunteered to participate in testing and various forms of reading intervention for a period of four to five weeks. Students were placed into one of three groups: the MSI group practiced decoding and learned six comprehension strategies; the FSI group practiced decoding and learned just two comprehension strategies; and the control group who participated in their typical education program.
In sum, the analysis produced the following results:<p>
1.Pull-out intervention (pre-test M = 6.00; post-test M = 7.33) did not offer a statistically significant advantage over the typical classroom setting (pre-test M = 7.00; post-test M = 7.05) when attempting to remediate reading comprehension;<p>
2.Participants in the MSI group demonstrated significant improvement on measures of decoding (p = .001; ©¯p2 = .75);<p>
3.Although statistical testing did not reveal significant results, effect sizes were large for: participants in the MSI group on measures of fluency (©¯p2 = .39); participants in the FSI group on measures of fluency (©¯p2 = .53) and the Oral Reading Quotient (©¯p2 = .37); participants in the control group on measures of decoding (©¯p2 = .21), comprehension (©¯p2 = .38), fluency (©¯p2 = .32), and the Oral Reading Quotient (©¯p2 = .50); and<p>
4.Decoding accounted for a statistically significant 15.4% of the unique variance in post-test comprehension scores (p = .03), but differences in grouping contributed a negligible amount (p = .1; R2 change = .004).
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-04052010-112818 |
| Date | 13 April 2010 |
| Creators | Yee, Nikki L. |
| Contributors | Renihan, Pat, McIntyre, Laureen, Hellsten, Laurie |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-04052010-112818/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0028 seconds