Date Approved

6-28-2000

Embargo Period

7-14-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Reading (Primary); Third grade (Education)

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to investigate the effects of reinforcement activities on the reading comprehension of third grade students. It was hypothesized that students who completed a hands-on art activity after hearing a story would score significantly higher on a reading comprehension test than those who finished a worksheet activity. Both the students who completed a hands-on art activity and those who did a worksheet activity would score significantly higher on a reading comprehension test than those who received no reinforcement activity after hearing a story. All 23 students in the third grade classroom were given all three treatments, one per week. Three means of the reading comprehension tests were found to have significance among them by using an ANOVA test, F (2, 66) = 7.05, p = .05. The Scheffe multiple comparisons test revealed there was significance between the worksheet activity and the absence of a reinforcement activity, F (2, 66) = 3.41, p = .05. Also, there was significance between the hands-on art activity and the absence of a reinforcement activity, F (2, 66) = 6.63, p = .05. There was no significance between the means of the worksheet and hands-on art activity, F (2, 66) = .53, p = .05. These results imply the presence of a reinforcement activity is more significant than the type of reinforcement activity completed.

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