The purpose of this study was to determine if the use of a comprehension strategy for teaching fourth grade students to locate key words which carry the meaning in sentences would have a significant effect on their reading comprehension. Differential effects on three types of comprehenders were explored following forty MRM strategy lessons. / This eight week study involved ninety-three subjects from five intact classrooms at two elementary schools in Tallahassee, Florida. Two classrooms from one of the elementary schools served as the experimental group and three classrooms from the other elementary school comprised the control group. Existing data from the Reading Comprehension subtest of the Comprehensive Assessment Program (CAP) test were utilized to differentiate the subjects as good or poor comprehenders. The poor comprehenders were then classified as one of two types of poor comprehenders, difference-poor or deficit-poor, based on CAP Vocabulary subtest scores. Because differences were likely to exist between the intact groups, Analysis of Covariance, utilizing CAP Spelling subtest scores as the covariate, was applied to predict posttest scores on the dependent variable, reading comprehension. The Reading Comprehension subtest of the Metropolitan Reading Instructional Tests was the posttest in this study. Analysis of Covariance was applied to determine whether the experimental treatment had a statistically significant effect on the posttest reading comprehension scores of the experimental group. It was hypothesized that the treatment would be more beneficial for a group of difference-poor comprehenders who fail to comprehend despite adequate vocabulary skills. However, the analyses indicated no statistically significant effects of treatment for any of the three types of comprehenders. / Further research is recommended, particularly with comprehension strategies geared to the needs of the difference-poor comprehender. Further research utilizing the MRM strategy is also recommended, as the treatment accounted for much student-teacher interaction and pupil interest. / Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1564. / Major Professor: Lawrence E. Hafner. / Thesis (Ph.D.)--The Florida State University, 1990.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78252 |
| Contributors | Rosenberg, Cathy Ann., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 95 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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