Flipped Reading Methodology
| dc.contributor.author | André, Emmanuel | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2016-03-04T15:48:35Z | |
| dc.date.available | 2016-03-04T15:48:35Z | |
| dc.date.issued | 2013-05 | |
| dc.description.abstract | The purpose of this study was to empirically determine whether the Flipped Reading methodology significantly improves reading achievement. The measurement tool was two separate HSA benchmark exams. This study involved use of a quasi experimental pretest-posttest design to measure the data collected from those exams. The results of the study indicate that the researcher’s null hypothesis that there was no statistically significant difference in the reading achievement of students using the Flipped Reading Methodology versus a more traditional approach should be accepted. Research in this area should continue as there is very little information available regarding various approaches to reading comprehension and the various factors that can affect reading comprehension. | en_US |
| dc.format.extent | 27 p. | en_US |
| dc.genre | action research papers | en_US |
| dc.identifier | doi:10.13016/M2H73V | |
| dc.identifier.uri | http://hdl.handle.net/11603/2410 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.rights | Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu. | |
| dc.subject.lcsh | Education -- Research papers (Graduate) | |
| dc.subject.lcsh | Individualized reading instruction -- Methodology -- Research | |
| dc.subject.lcsh | Active learning -- Research | |
| dc.title | Flipped Reading Methodology | en_US |
| dc.type | Text | en_US |