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dc.contributor.advisorSmith, Arthur
dc.contributor.authorQuaranto, Karen
dc.date.accessioned2021-09-07T21:45:54Z
dc.date.available2021-09-07T21:45:54Z
dc.date.issued1992-08-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5173
dc.description.abstractPrevious research indicates that children involved in a literature based reading program are actively involved in the task of reading. Research also indicates that children in literature based programs made significantly higher gains in reading versus their peers in a basal reading program. In the present study three classrooms of third graders, all of which were using a form of literature based reading instruction, were compared to determine the effect of the respective reading program on comprehension. Literature based reading programs used were student selected literature based reading, whole class literature based reading, and teacher pre-grouped literature based reading. The California Achievement Test was used as a measuring tool. The results were that among literature based reading groups there was no significant difference in comprehension gain. However, when comparing the student selected literature based reading program with the growth the children had made the previous year, a significant gain was noted.
dc.subjectLiterature Based Program
dc.subjectStudent Comprehension
dc.subjectMeasuring Tool
dc.subjectBasal Reading
dc.subjectReading Instruction
dc.subjectStudent Achievement
dc.titleThe Relationship between Comprehension and Literature Based Reading Program
dc.typethesis
refterms.dateFOA2021-09-07T21:45:54Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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