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ERIC Number: ED085184
Record Type: RIE
Publication Date: 1970
Pages: 210
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Contemporary Elementary Science Programs of Selected Aspects of Science Reading Achievement.
Heath, Phillip Allen
The study presents a comparison of reading skills achievement among a group of fourth-, fifth-, and sixth-grade students who were taught in a contemporary elementary science program and a similar group taught by a textbook oriented approach. Two forms of "A Science Reading Test," developed during the study, were used to assess the student achievement of the selected reading skills. Norms were developed and testing procedures standardized for the instrument. A pretest was given to each student and a posttest was administered six months later. The mean achievement gain scores of the two samples were statistically compared with respect to four specific null hypotheses using a t-test for independent samples. The analyses indicated that there was a significant difference between the means of the achievement gain scores of the samples. It was concluded that the students in Sample I, contemporary programs, achieved the selected reading skills and abilities to a significantly greater extent than those in Sample II, textbook oriented programs. The difference in word meaning was significant at the .05 level. The differences in critical reading, comprehension, and general reading achievement were significant beyond the .01 level. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-11,163 Microfilm-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Oklahoma State University