The effect of a literature enrichment program on the vocabulary and reading comprehension of grade one students

Bissell, Betty A.(Betty Ann) (1981) The effect of a literature enrichment program on the vocabulary and reading comprehension of grade one students. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
    (Original Version)

Abstract

This study was designed to set up a literature enrichment program in which grade one children were read to on a regular basis and involved in related activities. The main purpose of the investigation was to determine if children exposed to the literature program would have significantly higher achievement in reading comprehension and vocabulary than children who were not involved in such a program. Two statistical hypotheses and four substantive hypotheses were tested. They were as follows: -- Statistical Hypotheses -- 1. H₀: M₁ = M₂ (in comprehension) - Reject or not? -- 2. H₀: M₁ = M₂ (in vocabulary) - Reject of not? -- Substantive Hypotheses -- 1. The treatment group will have significantly higher achievement in comprehension than the control group. -- 2. The treatment group will have significantly higher achievement in vocabulary than the control group. -- 3. The treatment group will show a greater interest in books. -- 4. The treatment group will show an increased desire to read independently. -- The study consisted of an experimental group and a control group. At the outset all subjects were administered a pretest to determine their level of reading comprehension and vocabulary. For a period of eight weeks the experimental group was involved for approximately one hour each day in a planned literature session which included listening to both a story and a poem being read aloud. After the listening experience, students participated in a follow-up activity such as drama, art, crafts, or creative writing. Parents of children in the experimental group were asked to participate in the study by sharing a daily read-aloud session with their child. Books for these sessions were selected at the school and taken home by the children. -- At the conclusion of the eight week period, both groups were given a posttest and the data from that test as well as the pretest were analyzed statistically using an analysis of covariance. The analysis revealed that the experimental group made greater gains in both areas. The gain in comprehension, however, was not significant at the .05 level so the null hypothesis No. 1 was not rejected, but the null hypothesis No. 2 was rejected because the treatment group made gains in vocabulary which were significant at the .05 level. -- The two null hypotheses were also presented as substantive hypotheses and tested statistically through the analysis of covariance. This resulted in substantive hypothesis No. 1 being rejected and substantive hypothesis No. 2 being accepted. the substantive hypotheses No. 3 and No. 4 did not lend themselves to statistical treatment, but observational assessments, teachers' comments, and anecdotal records collected during the investigation provided the necessary data for a descriptive analysis. There was strong evidence to support the idea that children in the treatment group showed a greater interest in books and an increased desire to read independently, so the substantive hypotheses No. 3 and No. 4 were accepted.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7904
Item ID: 7904
Additional Information: Bibliography: leaves 154-162. -- QEII has photocopy. -- Photocopy of typescript.
Department(s): Education, Faculty of
Date: 1981
Date Type: Submission
Library of Congress Subject Heading: Reading (Primary); Reading comprehension

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