Experimental research in reading and comprehension skills of sub-literate adult students

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dc.contributor.advisor Dockrill, Frederick Joseph
dc.coverage.spatial Nova Scotia
dc.creator Kent, Michael Robert
dc.date.accessioned 2011-05-09T12:31:46Z
dc.date.available 2011-05-09T12:31:46Z
dc.date.issued 1971
dc.identifier.other LC5225 R4 K46
dc.identifier.uri http://library2.smu.ca/xmlui/handle/01/22272
dc.description ix, 72 leaves : ill. ; 28 cm.
dc.description Bibliography: leaves 62-64.
dc.description Online version unavailable; print version available from Patrick Power Library.
dc.description.abstract The hypothesis generated by earlier research that sub-literate adult students will show a greater gain in the development of reading and comprehension skills when taught by a multimedia program than a gain in achievement made by a matched group taught by the teacher-text book method was tested using adult students chosen from the local population of Cape Breton Island, Nova Scotia. A control group and an experimental group each comprising of 20 adult students were selected and equated on the basis of their age, Intelligence Quotient, and scores obtained on Level E, Form 1 of the Test of Adult Basic Education (TABE). The control group was taught reading and comprehension skills by an instructor at Dingwall, Nova Scotia, using materials prepared by Follett Publishing Company, Science Research Associates, and Readers Digest Publishing Company. The experimental group was taught the same skills using a multimedia, multimodal, and multilevel communication skill system designed by the Educational Developmental Laboratories (EDL), a Division of McGraw-Hill Company. Instruction was carried out at Point Edward, Nova Scotia. Both groups received an average of 265 hours of instruction. On completion of the study, both groups were posttested using Form 2 of the TABE. The t-values were calculated using the gain in scores between the pretest and the posttest. Results were significant at the five percent level of confidence. A mixed analysis of variance was also carried out which confirmed this level of confidence and thus supported the hypothesis that adult sub-literate students tend to respond more favorably to machines and programmed instruction than to the conventional classroom approach.
dc.description.provenance Made available in DSpace on 2011-05-09T12:31:46Z (GMT). No. of bitstreams: 0 en
dc.language.iso en
dc.publisher Halifax, N.S. : Saint Mary's University
dc.subject.lcc LC5225.R4
dc.subject.lcsh Reading (Adult education) -- Audio-visual aids
dc.subject.lcsh Adult education -- Nova Scotia
dc.title Experimental research in reading and comprehension skills of sub-literate adult students
dc.type Text
thesis.degree.name Master of Arts in Education
thesis.degree.level Masters
thesis.degree.discipline Faculty of Education
thesis.degree.grantor Saint Mary's University (Halifax, N.S.)
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