|
The effects of a short-term reading
study program involving some camp-style
living on reading achievement, self-concept,
and attitudes toward reading.
Konle, M.C.
Unpublished doctoral dissertation, Marquette
University, 1976.
Purpose:
Determine the effects of participation in
a short-term reading-study program in a
week-long camp experience on reading achievement
levels, attitude toward reading, and self-concept
of high school freshmen.
Sample:
46 ninth grade students from Wisconsin who
scored in the 36th percentile or below on
the Iowa Silent Reading Test.
Method/Instruments:
Camp Program: simple small group camp-type
living and reading instruction in a rural
setting. A six-week prescriptive reading
development program followed this experience.
Instruments:
- Iowa Silent Reading Test - measured
reading achievement
- Piers-Harris Self-Concept Scale
- Iowa Silent Reading Test Reading Survey
- measured attitude toward reading
Design: post-test only control group design
for reading achievement; pre-test/post-test
with control group design for self-concept
measure.
Data Analysis:
- ANCOVA for reading achievement data
analysis
- t-test for self-concept data analysis
- Chi-Square analysis on attitude data
Results:
- No significant differences between groups
on reading achievement.
- No significant differences between groups
on self-concept.
- A significantly greater number of treatment
group subjects answered "yes"
to the question "Do you need extra
help in reading?"
- Informal Observations:
- Researcher commented that the camp
experience offered opportunities for
teachers to observe and increase understanding
of the students as whole persons.
- Parents expressed appreciation for
the program.
- A few students made large gains
in reading ability.
- Some students were motivated to
learn to read better.
|
 |
|
