Archival data were based on the Johns (2010) Basic Reading Inventory (BRI). The BRI was utilized because it has several reliable and valid forms of fifth grade-level texts. The students read Form A, Form B, Form C, and Form D in the BRI. Form A and B were utilized the first week. Form A was used for the cold read, and Form B was used for the before, during, and after reading strategies. During the second week, the students read the story from Form C for the cold read and then participated in before, during, and after reading strategies about the story from Form D before taking the test.
Data were collected from 19 students in one fifth grade classroom in one school in south-west Missouri. The school student population is 90% White, 4.7% Hispanic, 1.1% Asian, 0.9% Black, and 0.6% Indian, and 40% of the students are on free or reduced lunches (Missouri Department of Elementary and Secondary Education, 2013).
Data Analysis
Data from the pre- and post-BRI tests were analyzed to determine if there was a statisti-cally significant difference in students’ reading test scores. Table 1 shows the mean and standard deviations for Form A, B, C, and D.
Table 1. Means and Standard Deviations
The average test score from Form A was 64%; the standard deviation of 14.43 shows the variation between the scores. The average test score from Form B was 79%; the standard deviation was 16.18. The average test score on Form C was 52%; the standard deviation was 18.70. The average test score from Form D was 74%; the standard deviation was 15.52.
When compared, the data show test scores increased from reading tests with no strategies to reading tests after utilizing strategies. The scores went up from Form A to Form B. The average test score in Form A was 64% and the average test score from Form B was 79% showing an increase of 15%. This was consistent when comparing Forms C and D as well. The average test score in Form C was 52%, and the average test score from Form D was 74%, which showed an increase of 22%.
Table 2 shows an independent t-test of scores reported for Form A and B and Form C and D. The table also shows the breakdown between the two reading tests without strategies, Form A and C, and the two reading tests which used strategies.
Table 2. Independent t-Test
As shown in the table, there was a statistically significant difference in reading test scores between reading without strategies and reading with strategies used before, during, and after reading. According to the data, there is a .004 probability or significant difference in test scores between the first test without strategies and the second test with strategies. Similarly, the same results occurred with the second set of tests. There is a .00 probability or significant difference between Form C and Form D. There is a .00 probability or significant difference that reading test scores will increase with before, during, and after reading strategies. When analyzing the two non-strategy tests, there is a significant difference of .04. This possibly indicates that students felt more prepared to take the test after becoming familiar with the reading test
50
BRI Test (n=19)
M
S.D.
Form A
(Without strategies)
63.68
14.43
Form B
(With strategies)
78.84
16.18
Form C
(Without strategies)
51.95
18.70
Form D
(With strategies)
74.00
15.52
Comparison Test
t
p
p<.05
With Strategies vs. Without Strategies
Form C-D
3.96
.00
Form A-C
2.17
.04
Form B-D
0.94
.353
Form A-B
3.04
.004
Without Strategies
Without Strategies