An investigation of the relationship between concept of reading and achievement in reading

Abstract

The study addressed the question: Does a planned program designed to facilitate the development of pupils' concepts of reading result in improved reading achievement? In order to investigate the question, the following research statements were explored: 1. Major research statement: Third grade pupils participating in a planned program designed to facilitate the development of a functional concept of reading show greater reading achievement than third grade pupils not participating in the program. 2. Ancillary research statement: Teacher identified lower and middle reading level third grade pupils participating in a planned program designed to facilitate the development of a functional concept of reading show greater reading achievement gain than third grade pupils in teacher identified higher reading level third grade pupils. Specific research statements that reflected the major and ancillary research statements are summarized as follows: Third grade pupils participating in a planned program designed to facilitate the development of a functional concept of reading exhibit higher test scores in reading comprehension, reading vocabulary, reading accuracy, reading rate, and concept of reading. A sample of 6 third grade reading classes in a metropolitan school district in the southwestern area of the United States was randomly assigned to either a control or an experimental treatment. The experimental treatment was designed to facilitate the development of a functional concept of reading and, as a result, to increase reading achievement..