The effects of direct training in active comprehension on reading achievement, self-concepts, and reading attitudes of at-risk sixth grade students
Simpson, Patricia Stockburger
MetadataShow full item record
This study sought to determine if direct, systematic instruction in a self-questioning process would have significant effects on reading achievement, self-concepts, and reading attitudes of at-risk sixth grade students over a one-year period. The study followed a quasi-experimental pretest, posttest design, using intact groups. Subjects were 51 sixth graders in Chapter I schools in the Lubbock Independent School District. One control group (N = 19) received traditional classroom instruction plus Chapter I computer-assisted instruction. The other control group (N = 19) and the experimental group (N = 13) were part of an alternative program (WINGS) characterized by small class size and a thematic approach to curriculum. The researcher administered the treatment. Instruments for the study were the California Achievement Test, the Piers-Harris Self-Concept Scale, and the Campbell Reading Attitudes Inventory. The following questions were posed: 1. Will systematic training in active comprehension processing improve the reading achievement of at-risk sixth graders over a one-year period? 2. Will systematic training in active comprehension processing improve the self-concepts of these children over the same time period? 3. Will this training improve the reading attitudes of at-risk sixth graders over a one-year period? 4. Does the sex of students have any effect on these results? To control for possible differences among the groups on reading achievement, self-concept, and reading attitudes, an analysis of covariance with pretest scores as a covariate was used in testing the significance of differences among groups on posttest measures. Age was a second covariate, since some subjects had been retained and some had not. The ANCOVA on posttest scores showed no significant differences (£ ^ .05) among the three groups in self-concept and reading attitude. Differences in reading comprehension and total reading achievement posttest scores were significant (£ ^ 05) in favor of the non- WINGS control group. There was no significant interaction between sex and group. A discussion of findings in light of limitations of the study and implications for further research are presented.