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    Silent and Oral Reading Comprehension Abilities of Second Grade Students Completing the Second S.T.E.P. Program

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    Author
    Platt, Lockley T.
    Keyword
    Silent Reading
    Oral Reading
    Reading Ability
    Reading Comprehension
    Language Inventory
    Unprompted Memory
    Date Published
    1999-05-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5074
    Abstract
    This study focused on the silent and oral reading abilities of second grade students completing the Second S.T.E.P. Program. There were approximately seven second-grade students that participated. All 7 of the students are presently attending an elementary school located in western New York. The research questions concentrated on were: 1. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for unprompted memory, unprepared reading? 2. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for prompted memory, unprepared reading? 3. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for unprompted memory, prepared reading? 4. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for prompted memory, prepared reading? Each of the seven participants was administered in a one-on-one setting a pretest and a posttest version of the Bader Reading and Language Inventory in a 30-40 minute period. The pretest and the posttest each contained four sets of scores: unprompted memory (retelling), prompted memory (cued recall) after a unprepared (silent) reading and unprompted memory (retelling), prompted memory (cued recall) after a prepared (silent /oral) reading. The data were tallied and categorized into four sets of scores. Each set of scores was calculated utilizing a t-test of dependent means. The results of the t-test of dependent means indicated that there was no statistically significant difference between the mean pretest and mean posttest scores for all four sets of scores.
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