Impact of Drawing in Response to Reading on the Reading Comprehension Skills of Fourth Grade Students
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2015-05
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Abstract
The purpose of the study was to determine whether the reading comprehension skill of
fourth grade students identified as average readers improves when they sketch in
response to reading a text before answering comprehension questions compared to simply
reading and responding. A quasi-experimental design was used. The participants in this
study were 12 fourth grade students from a public elementary school in Anne Arundel
County. Of the 12 students, 6 were males and 6 were females. The Comprehensive
Quality Rating Tool and the fourth grade Common Core Informational/Explanatory Text
Based Rubric were both used to measure the students’ answers to the comprehension
questions. The Wilcoxon Signed Rank Test, a non-parametric test, was used to compare
median scores obtained under treatment conditions across 10 writing samples with those
obtained under control conditions (same 10 writing samples). Median rubric scores were
not significantly different under the two different conditions. The hypothesis that the
comprehension of fourth grade students prompted to draw in response to reading nonfiction
text will not be different from their comprehension without the prompt was not
rejected. Recommendations for future research include using students who are below
grade level with below level text, to have students draw throughout reading rather than
drawing right before answering a question, to further explore the gender differences in
this matter, and to explore different genres of text.