The Effects of Reading Flexibility Tasks on Comprehension
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2010-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether reading-specific flexibility tasks would increase the reading comprehension scores of selected second graders enrolled in the researcher’s class. The measurement tools used in the study included weekly teacher-made story assessments, the Anne Arundel County (Maryland) Language Arts Benchmark, and Open Court fluency assessments. This study involved the use of a pretest/posttest design to compare data from February 2010 (before the treatment was administered) to data from March 2010 (after the treatment was administered). Gains in achievement were not statistically significant. Factors that may be related to that lack of statistical significance are the length of the study as well as the limited number of students included in the groups that participated in the study. Research in the area of teaching students to think more flexibly about word sounds and meanings should be continued to enhance instruction in this area. This, in turn, likely would result in improvement in students’ decoding and comprehension, thereby creating more fluent readers.