Effect of prior knowledge, read and retell, and drawing/read and retell on fourth-grade students' reading comprehension
Abstract
The purpose of this study was to examine the effects of high and low prior knowledge and two models of instruction, read and retell and drawing/read and retell, on fourth-grade elementary students' reading comprehension. The study examined interactions between prior knowledge and the treatments on students' reading comprehension. The independent variables were (a) prior knowledge, (b) read and retell, and (c) drawing/read and retell. Brown and Cambourne's (1990) 6-stage read and retell model was used in the study. The second model used was Brown and Cambourne's read and retell model with the addition of drawing. A parametric statistical test, an analysis of variance (ANOVA) was used in this study. A 2 x 2 factorial design included a moderator variable prior knowledge on two levels, high and low, determined by a median split as well as the independent variable including two treatments, read and retell and drawing/read and retell. Reading comprehension was the dependent variable measured by the Qualitative Reading Inventory II. (1) There is no significant difference between the mean score on the QRI-II between students with high prior knowledge and low prior knowledge. (2) There is no significant difference between the mean scores on the Qualitative Reading Inventory II (QRI-II) between students receiving the read and retell treatment and students receiving the drawing/read and retell treatment. (3) There is no significant difference between the means of QRI-II between students with high prior knowledge and read and retell and between students with high prior knowledge and drawing/read and retell. (4) There is no significant difference between the means of the QRI-II between students with low prior knowledge and read and retell and between students with low prior knowledge and drawing/read and retell. (5) There is no significant interaction between treatments (read and retell and drawing/read and retell) and prior knowledge (high and low). The recommendations for the study are: (a) use a sample population from other than urban, (b) use a larger, more varied, sample, (c) conduct the study over a longer intervention of time, and (d) analyze the journal using the New York ELA rubric.
Subject Area
Elementary education
Recommended Citation
McBride-Byrne, Jean, "Effect of prior knowledge, read and retell, and drawing/read and retell on fourth-grade students' reading comprehension" (2002). ETD Collection for Fordham University. AAI3056146.
https://research.library.fordham.edu/dissertations/AAI3056146
