Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate the reading styles of third, fourth, and fifth grade students. The independent variables investigated were gender, grade level, and at-risk status. The dependent variables consisted of scores from the Reading Styles Inventory- Intermediate. The sample was from an elementary school in McPherson County servicing students in the Rice County and McPherson County area around Little River and Windom. The sample consisted of 57 students in grades 3, 4, and 5, 24 females and 33 males. One composite null hypothesis was tested employing analysis of variance (general linear model) using a 2X3X3 factorial design. A total of 224 comparisons were made. Of the 224 comparisons, 96 were main effects and 128 were interactions. Of the 96 main effects, 9 were statistical significant at the .05 level. Of the 128 interactions 6 were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations: 1. female students have greater preference for music while reading than males, 2. male students have a greater preference for choices in reading than females, 3. students in fourth grade have greater preference for directions than students in grade 5, 4. grade level and at-risk status of students should be interpreted concurrently for light preference while reading, 6. grade level and at-risk status of students should be interpreted concurrently for adult-motivated preference. 7. gender and at-risk status for students should be interpreted concurrently for preference in the frequency of work checked, 8. gender and grade level for students should be interpreted concurrently for preference of work checked by whom. 9. gender and at-risk status for students should be interpreted concurrently for preference of work checked by whom, and 10. the gender and grade level for students should be interpreted concurrently for mobility preference.

Keywords

Counseling

Advisor

Dr. Bill C. Daley

Date of Award

Summer 1996

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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