Health Education: A Positive Force in Increasing the Reading Skills of Low Socioeconomic Elementary Students?
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1976
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| _version_ | 1867181905437261824 |
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| author | Redican, Kerry J. And Others |
| author_facet | Redican, Kerry J. And Others Redican, Kerry J. And Others |
| collection | Education Resources Information Center |
| contents | Health Education: A Positive Force in Increasing the Reading Skills of Low Socioeconomic Elementary Students? Redican, Kerry J. And Others Basic Skills Elementary School Students Health Education Integrated Curriculum Low Income Groups Reading Skills Skill Development Socioeconomic Status Vocabulary Skills The effect of a health unit studying the heart on the reading comprehension and vocabulary skills of lower socioeconomic, sixth-grade elementary school pupils was examined in this study. Sixty-four pupils in a midwest elementary school were divided into two heterogeneous classes. One class received instruction on the heart in a program involving multi-media instruction, learning stations, and varied task assignments. Instructional materials included voluntary and official health agency multi-media materials and a complete library of health texts. Students divided into small heterogeneous groups for study, and each kept vocabulary lists of new words. The health education program lasted a total of nine weeks, five days per week, one hour per day. A pretest of reading skills (the Iowa Test of Basic Skills) was administered which showed no significant differences between experimental and control groups' mean reading comprehension scores. The day after the program ended, the Iowa test was again administered. No significant difference at the .01 level was noted, but the experimental group gained an average of .03 months per week during the nine-week program, while the control group gained an average of .02 months per week. Projecting the mean score over the total academic year (and assuming this 3:2 ratio as representative) would result in a statistically significant score of 5.75 (experimental) and 5.39 (control). Mean vocabulary scores on the posttest did show a significant difference beyond the .01 level, favoring the experimental group. Since development of reading and vocabulary skills involved nearly two hours per day in both groups, with the health education curriculum being the only major difference in curricular experience, the prototype program appeared to have an impact on the experimental students' skill development. (MJB) |
| format | Recurso educativo Open Access |
| id | eric_ED146134 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1976 |
| record_format | eric |
| spellingShingle | Health Education: A Positive Force in Increasing the Reading Skills of Low Socioeconomic Elementary Students? Redican, Kerry J. And Others Basic Skills Elementary School Students Health Education Integrated Curriculum Low Income Groups Reading Skills Skill Development Socioeconomic Status Vocabulary Skills Health Education: A Positive Force in Increasing the Reading Skills of Low Socioeconomic Elementary Students? Redican, Kerry J. And Others Basic Skills Elementary School Students Health Education Integrated Curriculum Low Income Groups Reading Skills Skill Development Socioeconomic Status Vocabulary Skills The effect of a health unit studying the heart on the reading comprehension and vocabulary skills of lower socioeconomic, sixth-grade elementary school pupils was examined in this study. Sixty-four pupils in a midwest elementary school were divided into two heterogeneous classes. One class received instruction on the heart in a program involving multi-media instruction, learning stations, and varied task assignments. Instructional materials included voluntary and official health agency multi-media materials and a complete library of health texts. Students divided into small heterogeneous groups for study, and each kept vocabulary lists of new words. The health education program lasted a total of nine weeks, five days per week, one hour per day. A pretest of reading skills (the Iowa Test of Basic Skills) was administered which showed no significant differences between experimental and control groups' mean reading comprehension scores. The day after the program ended, the Iowa test was again administered. No significant difference at the .01 level was noted, but the experimental group gained an average of .03 months per week during the nine-week program, while the control group gained an average of .02 months per week. Projecting the mean score over the total academic year (and assuming this 3:2 ratio as representative) would result in a statistically significant score of 5.75 (experimental) and 5.39 (control). Mean vocabulary scores on the posttest did show a significant difference beyond the .01 level, favoring the experimental group. Since development of reading and vocabulary skills involved nearly two hours per day in both groups, with the health education curriculum being the only major difference in curricular experience, the prototype program appeared to have an impact on the experimental students' skill development. (MJB) |
| title | Health Education: A Positive Force in Increasing the Reading Skills of Low Socioeconomic Elementary Students? |
| topic | Basic Skills Elementary School Students Health Education Integrated Curriculum Low Income Groups Reading Skills Skill Development Socioeconomic Status Vocabulary Skills |
| url | https://eric.ed.gov/?id=ED146134 |