Thesis

The effect of supplementary reading techniques on the rate and comprehension of upper grade elementary students

The purpose of this study was to determine whether selected supplementary reading techniques, the Controlled Reader and Sustained Silent Reading, increased the rate and comprehension of upper grade elementary students. In this 10 week study, a sample of 221 fifth and sixth graders were randomly assigned to one of the two experimental groups or to the control group. A pretest-posttest procedure was utilized. Two subtest of the Standford Diagnostic Reading Test, Reading Comprehension and Rate of Reading, were used to measure reading achievement. Following the pretest, all three groups continued their regular classroom basal reading program. The two experimental groups, the Controlled Reader Group and the Sustained Silent Reading Group, substituted their non-basal related follow-up activities three times a week for one of the two supplementary techniques. The control group continued the non-basal related follow-up activities. All groups received equal amounts of reading instruction time. The t test for correlated data was applied to test hypotheses dealing with pretest and posttest mean scores within each group. The results indicated that all three groups made significant gains in reading comprehension and reading rate. The t test for uncorrelated data was applied to test the hypotheses dealing with posttest mean scores between groups. The results indicated that the Controlled Reader Group made significant gains in reading rate. No group made significant gains in reading comprehension. Analysis of variance was used to test the differences between treatment groups, grade, and sex. The results indicated that the Controlled Reader Group and fifth graders made significant gains in reading rate. The Controlled Reader may be one way of increasing reading rate while maintaining comprehension for upper grade elementary students. However, the possibilities of the use of this technique have not been fully explored. Further investigation is necessary.

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