Investigating the effect on reading comprehension of using a classification scheme in conjunction with the cloze procedure to teach the process of context clue utilization

Abstract

This study examined the effect on reading comprehension of using a classification scheme of context clues - in conjunction with the cloze procedure to teach the process of context clue utilization to a group of fourth grade students. -- The classification scheme was used as a framework for making selective deletions of nouns, adjectives, verbs and adverbs in the construction of cloze reading passages which were used for instructional purposes. Subjects were required to use the context clues provided in the passages to, determine semantically acceptable replacement words for those which had been deleted. -- The Pretest-Posttest Control Group Design with Matching was employed in this study. -- The comprehension subsection of the Gates-MacGinitie Reading Test (Canadian Edition), Level D, form 1, was administered as a pretest. Raw scores obtained were used to match students who were then randomly assigned to the experimental or control groups. The mean score was computed and used to classify subjects as “skilled” or “less skilled” readers. Form 2 of the same test was used as the posttest. -- The data collected was analyzed using a two-way analysis of covariance.