| This study investigated the effect of the K-W-L reading strategy on the reading comprehension and reading attitude of heterogeneously grouped fifth-grade students. Fifty-two students participated in the study. There were 26 students in the experimental group and 26 students in the control group who attended two elementary schools. This investigator taught the K-W-L reading strategy to the experimental group using expository text. The regular classroom teacher taught the control group using expository text, but the students received no strategy instruction.;All students were administered the Gates-MacGinitie Reading Test and the Elementary Reading Attitude Survey (ERAS) as pretests. Throughout the treatment phase, all students were administered investigator-developed assessments. At the end of the treatment phase, which lasted six weeks, students in both groups were administered the Gates and the ERAS as posttests in order to determine the effect of the K-W-L reading strategy on reading comprehension and reading attitude.;An analysis of covariance (ANCOVA) with the pretest as the covariate was used to determine differences between groups for the Gates (comprehension scores) and the ERAS (recreation, academic, and full scale scores). A repeated measures analysis of variance (ANOVA) was used to analyze differences between groups for the 12 investigator-developed assessments.;Results from the statistical tests indicated that the K-W-L reading strategy had a significant effect on the students' reading comprehension as measured by the Gates-MacGinitie Reading Test. Results from repeated measures analysis of variance (ANOVA) also found statistical significance on students' comprehension for group, time, and a significant interaction for group X time as measured by the the investigator-developed tests. K-W-L did not appear to significantly affect students' reading attitude as measured by the Elementary Reading Attitude Survey. |
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