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ERIC Number: ED350566
Record Type: Non-Journal
Publication Date: 1992
Pages: 30
Abstractor: N/A
Reference Count: N/A
A Comparison between the Reading Comprehension of Eleventh Grade Students Who Incorporate Free Writing Exercises into Their Literature Class and Those Eleventh Grade Students Who Do Not Incorporate Free Writing into Their Literature Class.
Williams, Andrew P.
A study investigated whether there is a significant difference between the reading comprehension levels of eleventh grade students at a Catholic school in McKeesport, Pennsylvania, who incorporate free writing exercises into their literature class, and those who do not. Pre- and posttest mean reading comprehension scores were derived through the administration of the Nelson Denny Reading Comprehension Test Forms E and F to control and experimental groups of eleventh grade students. The pre- and posttest means were compared using t-tests for independent samples. The pre- and posttest scores of the experimental group were compared using a t-test for dependent measures. Results showed no significant difference between the mean reading comprehension scores of the two groups, as measured by the t-test for independent measures, even though the mean reading comprehension scores of both groups increased. However, a significant difference was found at the .05 level between the mean comprehension scores of the pre- and posttests of the experimental group. This indicates that the incorporation of free writing exercises into a literature class is a factor likely responsible for the significant increase in the experimental group's reading comprehension scores. (Three tables of data are included; 17 endnotes and an appendix of individual pretest and posttest scores are attached.) (SR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A