A comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I reading students in grades two through six

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Title: A comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I reading students in grades two through six
Author: Bacon, Ann Hawkins
Abstract: This study sought to determine if a mastery learning approach to teaching reading in a supplemental reading program was more effective in promoting reading achievement than a conventional approach . It followed an experimental pretest , posttest design . The treatment group received supplemental instruction in reading with a mastery learning approach using the composite objectives found on the third and fifth grade Texas Assessment of Basic Skills (TABS ) test . The control group received supplemental reading instruction using a nonmastery commercial reading phonics skills approach . The subjects were 240 Title I reading students from three elementary schools in Lubbock , The students in grades 2 through 6 were randomly selected from a pool of 384 Title I youngsters who qualified to participate in the Title I remedial reading program . Teachers in the treatment group received training in mastery learning and in the use of the selected materials . Bloom's (1976 ) cues , participation , reinforcement , and feedback /corrective strategies were used with the treatment group . Mastery was demonstrated by scoring 80 percent or better on each mastery test . Both the treatment and the control groups received reading instruction in the regular classroom . No mastery learning strategies were practiced in these classrooms . The researcher sought to answer the following questions : (1 ) Is a mastery learning supplemental reading program more effective than a conventional supplemental reading program in promoting achievement in reading comprehension among Title I students ? (2 ) Will a mastery learning approach taught in a supplemental reading program be more effective for boys or for girls than a nonmastery supplemental reading program in promoting reading achievement ? (3 ) Will there be any statistically significant interaction between sex and approach at each grade level ? Significance of differences was tested by an ANCOVA inasmuch as t _ test results indicated significant group difference on the pretest . Results of the ANCOVA revealed no significant differences in the reading achievement of students taught by a mastery approach and those taught by a conventional approach . There were no significant differences between sex and approach , and there was no significant interaction between sex and approach .
URI: http : / /hdl .handle .net /2346 /19391
Date: 1985-05

Citation

A comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I reading students in grades two through six. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /19391 .

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