A Caring Errand 2

A Strategic Reading System for Content- Area Teachers and Future Teachers

Dr. Donald J. Yokitis

• Publisher: Page Publishing, Inc.
• Year: 2022
• Print ISBN: 9781662476952
• eBook ISBN: 9781662476969
• Topic: Education
• Subtopic: Education General

This book is intended, first and foremost, for use by content-area teachers. Second, it is intended for use by college education professors to instruct their students in the use of a technique Dr. Yokitis calls before-during-after strategic reading process. Finally, education majors can use the reading strategy presented during tutoring practicums and during student teaching.

Dr. Yokitis's pretest--intervention--posttest research study yielded several encouraging outcomes. Ten students achieved educationally significant gains from pretest to posttest. Nine students showed no gain from pretest to posttest. Only three students achieved lower scores on the posttest as compared to the pretest.

As is true of Dr. Yokitis's first book, A Caring Errand: A Handbook for Educators, Future Educators and Student Caregivers, caring is the motivational force that empowers students in elementary, secondary, and special education classes to achieve outcomes academically, mentally, vocationally and spiritually. Caring has the final say. It is what makes the world of students and those involved with them go round.

Chapter 4

Results

This chapter is organized into two sections. The first addresses the requirements of the research question to determine whether any observed increases in reading comprehension were statistically significant and educationally meaningful. The descriptive data bearing on the research question are presented first. The presentation then continues with a report of the results of two statistical procedures utilized to answer the question that guided the design and implementation of the research project.

The second part of the report provides additional data intended to address this dissertation’s purpose of assessing the impact of the reading strategies instruction on the reading comprehension achievement of the participating students. Descriptive data centered on NCE scores, NCE means, and NCE difference scores are presented. Attention is then turned to evaluating the scores and means by the criteria established in the data plan section of the previous chapter.

Data are provided to summarize the findings on (a) the statistical significance of any observed increases in reading comprehension achievement from pretest to posttest, (b) the educational importance of any observed increases in performance, and (c) the evidence of the impact of the strategic reading intervention based on study group and norming group comparisons. These data include the results of the group as a whole and of the gender and racial subgroups.

Raw Score Data and Statistical Tests

Twenty-two students participated in the research study. The psychology class was composed of ten females and six males of White American background, and two females and four males of African American heritage.

Ten students in the study group realized positive difference scores or had increases in raw scores from pretest to posttest. Seven students had zero difference scores or scored the same on the pretest and posttest. Five students had negative difference scores or score decreases. The study group had a pretest mean score of 35.18 on the forty-eight-question comprehension test and a posttest average score of 37.18. The mean difference score was 2.00.

In the female subgroup, seven students attained positive difference scores. Whereas three of the students scored the same on the pretest and the posttest, two scored lower on the posttest than on the pretest. The female group’s pretest mean was 34.66, and the posttest mean was 38.08. This group’s mean difference score was 3.42.

Three of the ten students in the male subgroup earned positive difference scores; four had identical pretest and posttest scores, and three decreased in performance from pretest to posttest. The pretest and posttest mean scores for the male subgroup were 35.80 and 36.10 respectively. The mean difference score for this subgroup was 0.30.

Data for the racial subgroups were disaggregated from the group as a whole. Eight of sixteen White American students attained positive difference scores; six of these students had no change in score from pretest to posttest, and two had decreased scores. The pretest mean score for the White American students was 36.75, and the posttest average score was 39.31. The mean difference score for this group was 2.56.

Two of the students in the African American subgroup realized positive difference scores, three did not change in score from pretest to posttest, and one student scored less on the posttest than on the pretest. The pretest and posttest means for the African American students were 31.00 and 31.50 respectiv...

Table of contents

• Introduction
• Review of the Related Literature
• Methodology
• Results
• BDA Chart
• Concept Mapping
• Structures Notes