Silent and Oral Reading Comprehension Abilities of Second Grade Students Completing the Second S.T.E.P. Program
dc.contributor.advisor | Begy, Gerald | |
dc.contributor.author | Platt, Lockley T. | |
dc.date.accessioned | 2021-09-07T21:43:05Z | |
dc.date.available | 2021-09-07T21:43:05Z | |
dc.date.issued | 1999-05-01 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/5074 | |
dc.description.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. | |
dc.subject | Silent Reading | |
dc.subject | Oral Reading | |
dc.subject | Reading Ability | |
dc.subject | Reading Comprehension | |
dc.subject | Language Inventory | |
dc.subject | Unprompted Memory | |
dc.title | Silent and Oral Reading Comprehension Abilities of Second Grade Students Completing the Second S.T.E.P. Program | |
dc.type | thesis | |
refterms.dateFOA | 2021-09-07T21:43:05Z | |
dc.description.institution | SUNY Brockport | |
dc.description.department | Education and Human Development | |
dc.description.degreelevel | Master of Science in Education (MSEd) | |
dc.source.status | published | |
dc.description.publicationtitle | Education and Human Development Master's Theses | |
dc.contributor.organization | The College at Brockport | |
dc.languate.iso | en_US |