M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Reading (Primary); Third grade (Education)
Elementary Education and Teaching
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.
Tobin, Jessica A.C., "The effects of reinforcement activities on reading comprehension in a third grade classroom" (2000). Theses and Dissertations. 1752.