ERIC Number: ED393080
Record Type: RIE
Publication Date: 1996-Apr
The Effect of Supplementary Entries on Reading Comprehension Tests in College Level, Developmental Reading Classes.
Zanias, George Stephen
A study investigated whether students who were allowed to underline, highlight, make notes in the margin, and indicate where they found their answers in the reading selection of a test scored higher than students who were allowed only to refer to the reading materials to find the correct answers. Subjects were 41 students in 2 classes of college freshmen assigned to developmental reading classes at DeVry Technical Institute in Woodbridge, New Jersey. Both classes were given the same amount of time to complete identical reading tests during the course of the 15-week trimester. The control sample took their tests without any changes in procedure. The experimental sample took the first half of the tests in the same manner as the control sample. However, for the second half, they were required to make entries on their tests. These entries included identifying the main idea, making marginal notations, underlining/highlighting, and indicating in the reading selection where they found the answers to the test questions. Results indicated no significant differences between the mean scores of the two groups of students. (Contains 38 references and 3 tables of data.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: M.A. Project, Kean College of New Jersey.