Date Approved

6-23-2005

Embargo Period

4-10-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Education, Elementary--Research; Reading (Elementary)

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional "textbook" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the t test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.

Share

COinS