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ERIC Number: ED337763
Record Type: RIE
Publication Date: 1991-Jun
Pages: 129
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Use of Reading Study Guides To Enhance the Readability of High School Biology Texts.
Andrews, Louise Parcell
A survey was administered to 10th-grade regular biology students to diagnose the cause for low achievement on chapter tests. Survey results verified teacher suspicion that students did not read textbook assignments when designated as homework and, as a consequence, this deficiency contributed to low achievement scores. A treatment included requiring additional homework in the form of a teacher-prepared Reading Study Guide (RSG) that accompanied each chapter and had to be completed while students read the assignment. To complete the individualized RSG, students were unable to skim the material but, instead, had to read the assignment thoroughly. Upon completion of the RSG, a pretest was administered and learning activities relative to the chapter objectives were presented, followed by a posttest. Cloze test results indicated improvement in student ability levels. Posttest scores increased significantly and the overall grade average on the RSG surpassed expectations. During treatment, cloze test results disclosed that student ability levels were not equivalent to reading stanine levels. Overall results provided evidence that Reading Study Guides were an excellent resource when used with students who have the potential to improve learning skills and increase achievement levels. The RSG treatment was successful as it highlighted course objectives, outlined important concepts and information, was used to study for tests, and encouraged students to read homework assignments. (Twenty-six tables and 2 figures of data are included; 18 references, survey instruments, a sample cloze test, a sample reading study guide, and 29 appendixes of data are attached.) (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Student Surveys
Note: M.S. Practicum, Nova University. Best copy available.