Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
English language--Composition and exercises--Study and teaching (Elementary); Reading comprehension; Reading (Elementary);
Abstract
The purpose of this study was to investigate the effect of an integrated reading and writing program on the reading comprehension of second-grade students. Experts in the fields of both reading and writing have now acknowledged the relationship between reading and writing, and many studies have indicated that a relationship does exist. Current research indicates that integrating selected reading and writing activities has an impact on student performance both in reading and writing. Student comprehension of reading material appears to be positively affected when reading and writing connections are made. This study was conducted to determine if an integrated reading and writing program would effect the reading comprehension of 16 second-grade students. Students were instructed for 16 weeks, using an integrated reading and writing program. Effects were measured through the use of a formal standardized test, the reading comprehension subtest of the Iowa Tests of Basic Skills (ITBS), as a pre- and posttest and through the use of informal assessments including anecdotal records, book conferences or interviews, retellings, journal or log entries, and teacher-initiated or developed tests. Analysis of formal and informal results revealed that the reading comprehension of second-grade students was increased. In examining students· scores on the reading comprehension subtest of ITBS, it can be determined that 14 of the 16 students showed significant score gains. Informal assessments of reading comprehension also supported this conclusion that an integrated reading and writing program increases the reading comprehension of second-grade students. The results were then analyzed to determine if the effects were correlated with measures of reading ability. Analysis of data revealed that students categorized as low-ability tended to make the highest gains in reading comprehension, followed by students of average-ability, with high-ability students making the least gains. Finally results were analyzed to determine if the effects were correlated with gender. Evidence suggested that neither gender appeared to grow more than the other in any particular area of reading comprehension. This research is important because it has many implications for educators. Writing needs to be integrated into the reading program. If reading and writing are taught together and students are taught to see their interconnectedness, it might accelerate their transfer of learning, and as a result, may increase the students' abilities in both reading and writing. Focusing on instruction and activities in which reading and writing develop together can help students to realize that each process supports the other.
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Rick Traw
Second Advisor
Penny Beed
Third Advisor
Deborah Tidwell
Date Original
1995
Object Description
1 PDF file (109 leaves)
Copyright
©1995 Sara Marley Grimm
Language
en
File Format
application/pdf
Recommended Citation
Grimm, Sara Marley, "The Effect of an Integrated Reading and Writing Program on the Reading Comprehension of Second-Grade Students" (1995). Dissertations and Theses @ UNI. 2787.
https://scholarworks.uni.edu/etd/2787
Comments
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