A Study of the Effects of Three Prepared Reading Readiness Activities on Seventh Graders' Competency in the Use of Content Area Reading Skills in Literature.

Autor/in	McQuagge, Daniel Temple
Titel	A Study of the Effects of Three Prepared Reading Readiness Activities on Seventh Graders' Competency in the Use of Content Area Reading Skills in Literature.
Quelle	(1974), (137 Seiten)Verfügbarkeit Ph.D. Dissertation, The Florida State University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Class Activities; Content Area Reading; Doctoral Dissertations; Elementary Secondary Education; Grade 7; Language Arts; Literature; Reading Improvement; Reading Readiness; Reading Research; Reading Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; School year 07; 7. Schuljahr; Schuljahr 07; Sprachkultur; Literatur; Reading rate; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study was designed to determine statistically whether the prolonged use of three prepared reading readiness activities has any influence on seventh-grade students' abilities to read unfamiliar literature; which of the readiness activities is most influential on students' abilities; and whether or not longevity of such influence exists. The study involved four treatment groups of 25 students each, and consisted of two parts extended over 49 school days of treatment were followed by a posttest to measure immediate use of reading skills, and 23 days of waiting were followed by a post-wait-test to measure retained use of readiness skills. Since significance was not found to exist between any of the experimental treatment groups and the control group, no statistical determination can be made as to the effect of prepared reading readiness activities on students' competency to use content area reading skills in reading unfamiliar literature. In effect, students exposed to prepared reading readiness activities are not necessarily better able to read unfamiliar literature than are students not exposed to such prepared activities. Thus, the effect of readiness in the study cannot be determined statistically. (Author/RB)
Anmerkungen	University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-12,658, MFilm-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01