A comparison of urban eighth-grade students' reading comprehension and learning styles using CD-ROM hypermedia and traditional printed narrative texts for sustained silent reading
Richard Francis Gaspar, University of South Florida, United States
University of South Florida . Awarded
An experiment was conducted to examine the effect of using different instructional materials on urban students' reading comprehension as measured by pretest and posttest scores. A fixed-ratio cloze procedure and a prior knowledge pretest were administered before a period of sustained silent reading. A fixed-ratio cloze procedure served as the posttest. The study also explored whether any matches or differences existed between the types of instructional materials used and students' preferred learning style as determined by the Group Embedded Figures Test (GEFT). The study included 53 eighth-grade participants from one urban junior high school.
The participants' reading comprehension was determined by analyzing the results of the fixed-ratio cloze pretest and posttest. The multiple-choice prior knowledge pretest was utilized as a covariate. The cloze test results were also examined for the effect of time of day and spelling. Analysis of Covariance (ANCOVA) was utilized to answer the research questions. The cloze procedure results indicated that all participating students had statistically significant gains from pretest to posttest. Also, there were no statistically significant differences by the type of text read or by learning style.
Gaspar, R.F. A comparison of urban eighth-grade students' reading comprehension and learning styles using CD-ROM hypermedia and traditional printed narrative texts for sustained silent reading. Ph.D. thesis, University of South Florida.
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