Group X 2 Phases: An Analysis Of Differences

To determine differences among the three groups, the researchers used a (3 groups x 2 phases) analyses of variances. Initially, the researchers looked at the number of AR quizzes passed in high, middle, and low readers across both the baseline and intervention phases of the study. Then, the book levels read by the three varied groups were studied across both phases. Last, differences were examined for significance. The data revealed that the high group passed more AR quizzes than the low group. There were no significant differences found among the high and middle groups, nor the middle and low groups. In regards to achievement gains, the low group made the largest gains in book levels. Pappas et al. (2010) claimed that allowing students to self-select reading materials in conjunction with rewards could promote reading improvement of low readers. This study provides evidence that wide …show more content…
The first school included two sixth grade classrooms. There were twenty-seven students assigned to a treatment (AR) classroom, and twelve students were assigned to control classrooms (non-AR). The students assigned to the treatment group participated in AR for six months, and were provided with rewards for points accrued. Students began with fifteen minutes allocated to independent reading, but after the fifth week of the study, the treatment students were granted thirty minutes of reading time each day. In the treatment classroom, students often took AR quizzes on books that the teacher read aloud in class. Students assigned to the control group also experienced traditional reading instruction and were given up to thirty minutes each day to read independently; however, rather than taking AR quizzes, the control students submitted written responses to the teacher after reading each individual book (Vollands et al.