Science process activities, selected science reading materials and reading achievement of primary school children

Abstract

The purpose of this study was to investigate the effects upon primary level reading achievement that resulted from the use of the Elementary Science Curriculum Study (ESCS) in conjunction with Selected Reading Materials (SRM); the ESCS separately; and, whether socio-economic status interacted with the treatments. The null-hypotheses were tested at the .05 level of significance using the multiple linear regression model and the S-Test of Multiple Comparisons. The 421 subjects were students within 16 randomly selected intact classes of grades one and three. The classes were assigned to 1 of 4 treatment groups: (1) ESCS/SRM; (2) ESCS Only; (3) SRM only; and, (4) the control group. Reading achievement was assessed using the Gates-MacGinitie Reading Test. Results indicated that in grade one, reading comprehension achievement was significantly enhanced through the use of ESCS in conjunction with SRM, while in grade three, it was significantly greater in the SRM treatment group. No significant differences were found between groups on reading vocabulary achievement at either grade level. No interaction was indicated for socio-economic status. Results were assessed in light of design limitations.