The purpose of this study was to investigate the effects of value analysis instructional procedures upon students' achievement in reading comprehension. Students were randomly assigned to one of two treatments: reading instruction using a basal approach or reading instruction using a value analysis approach. A model of value analysis originally developed by Fraenel was adapted to design materials in the value analysis group. Literal reading comprehension and higher reading comprehension were tested separately. In addition, the factor of retention over time and the interaction between treatment and time was tested. Sample treatment sessions were taped and rated to insure consistency of approach of the researchers. The two treatment groups were compared through a simple t-test procedures to substantiate the claim that the two treatment groups were equivalent with regard to ability. Students were administered the McGuire-Bumpus Reading Comprehension Test (form X) immediately after the treatment ended and a parallel form of the same test (form X) of the same test two weeks after the treatment ended. / A total of 108 students participated in this study. All students attended the Developmental Research School in Tallahassee, Florida, The students population at this school is carefully chosen through computer analysis to reflect the socio-economic and ethnic composition of the State of Florida. / An analysis of variance design with repeated measures on the dependent variable was chosen to ascertain the difference between the means for the value analysis treatment group and the basal treatment group. / With respect to the literal level of reading comprehension, no significant difference between the means for the value treatment group and the basal treatment group was found. Also, no significant differences were observed between the first and second post-tests and the interaction between treatment and time. However, trends in the obtained data show that the sample mean for the value analysis treatment group appeared to be higher on the delayed post-test than the sample mean of the basal treatment group. One possible explanation for this finding is that discussion of the value issues inherent in the stories helped students to recall and to organize information around a central theme. / While no significant difference for higher level reading comprehension was found, there was a tendency for participants in the value analysis treatment group to perform better on both tests than the basal treatment group. These results suggest that both the processes of reading comprehension and valuing may encompass what may be called the critical process; analyzing, applying and integrating information. / The effect of the treatment over time for higher level reading comprehension, produced no significant difference between the means of the first and second post-test although there was a trend for the scores on the second post-test to be lower. This tendency may be due merely to the passage to time. The interaction between time and treatment for higher level reading comprehension was found to be non-significant. / The findings of this study may tentatively suggest that if teachers focused on the many value issues inherent in basal reading material, reading comprehension at higher levels may be improved. It was further recommended that publishers and teacher educators should consider providing the necessary tools of value analysis to classroom teachers. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 3025. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74228 |
| Contributors | IRVIN, JUDITH LYNN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 87 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.002 seconds