This study focused on the silent and oral reading abilities of second grade students completing the Second S.T.E.P. Program. There were approximately seven second-grade students that participated. All 7 of the students are presently attending an elementary school located in western New York.
The research questions concentrated on were:
1. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for unprompted memory, unprepared reading?
2. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for prompted memory, unprepared reading?
3. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for unprompted memory, prepared reading?
4. Is there a statistically significant difference between the mean score of the pretest and the mean score of the posttest for prompted memory, prepared reading?
Each of the seven participants was administered in a one-on-one setting a pretest and a posttest version of the Bader Reading and Language Inventory in a 30-40 minute period. The pretest and the posttest each contained four sets of scores: unprompted memory (retelling), prompted memory (cued recall) after a unprepared (silent) reading and unprompted memory (retelling), prompted memory (cued recall) after a prepared (silent /oral) reading. The data were tallied and categorized into four sets of scores. Each set of scores was calculated utilizing a t-test of dependent means.
The results of the t-test of dependent means indicated that there was no statistically significant difference between the mean pretest and mean posttest scores for all four sets of scores
