The Use of Simultaneously Guided Television Viewing and Script Reading as a Means of Improving Comprehension and Vocabulary

Abstract

The purpose of this study was to investigate the effects of simultaneously guided television viewing and script reading on the comprehension and vocabulary scores of twenty academically weak seventh grade students. A secondary purpose was to determine what change, if any, materialized in the student's attitude toward reading and leisure activities as a result of participation in the program. Twenty students who had obtained a comprehension score at or below the 7.0 reading level on the Gates-MacGinitie Reading Test, and who did not have an apparent physical or mental handicap as indicated by school records, were selected to participate in the eight week program. Seven situation comedy or family drama television programs were selected and manuscripts of each program were prepared by the examiner. The students attended class daily and completed the requirements of each program at the conclusion of five sessions. A significant difference was found between the pre and posttest scores on comprehension. No significant difference was found between the pre and posttest scores on vocabulary, attitude and leisure activities.