CIET | Online Survey of Research in Education

Danikhel, G. (1998). Developing Instructional Material for Improving Reading Skills amongst School Students. Unpublished. Ph.D., Education. Devi Ahilya Vishwavidyalaya.

The objectives of study were: (1) To study the effectiveness of Instructional Material for facilitating Reading Skills separately in terms of Reading Comprehension, Reading Vocabulary, Reading Speed and Reaction towards Instructional Material for facilitating Reading Skills of class VII students. (2) To compare Instructional Material for facilitating Reading Skills with Traditional Approach in terms of mean Reading Comprehension by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (3) To compare Instructional Material for facilitating Reading Skills with Traditional Approach in terms of mean Reading Vocabulary by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (4) To study the effect of Treatment, Academic Achievement Motivation and their interaction on Reading Comprehension of students by taking pre â€“ Reading Comprehension, Study Habits, Verbal Intelligence and Personality as covariates. (5) To study the effect of Treatment, Study Habits and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Verbal Intelligence, Reading Vocabulary and Personality as covariates. (6) To study the effect of Treatment, Verbal Intelligence and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Personality as covariates. (7) To study the effect of Treatment, Personality and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Verbal Intelligence as covariates. (8) To study the effect of Treatment, Sex and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Personality, Reading Vocabulary and Verbal Intelligence as covariates. (9) To study the effect of Treatment, Academic Achievement Motivation and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Study Habits, Verbal Intelligence, Reading Vocabulary and Personality as covariates. (10) To study the effect of Treatment, Study Habits and their interaction on Reading Vocabulary of students by taking pre- Reading Vocabulary, Academic Achievement Motivation, Verbal Intelligence, Reading Vocabulary and Personality as covariates. (11) To study the effect of Treatment, Verbal Intelligence and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary Academic Achievement Motivation, Study Habits, Reading Vocabulary and Personality as covariates. (12) To study the effect of Treatment, Personality and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Verbal Intelligence as covariates. (13) To study the effect of Treatment, Sex and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Personality, Reading Vocabulary and Verbal intelligence as covariates. (14) To study individual as well as joint contribution of Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality in predicting Reading Comprehension. (15) To study individual as well as joint contribution of Reading Comprehension, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality in predicting Reading Vocabulary.

The hypotheses stated were: (1) There is no significant difference in mean scores of Reading comprehension at pretest and posttest stages of students treated through Instructional Material for facilitating Reading Skill. (2) There is no significant difference in mean scores of Reading Vocabulary at pretest and posttest stages of students treated through Instructional Material for facilitating Reading Skill. (3) There is no significant difference in mean scores of Reading Speed at pretest and posttest stages of students treated through Instructional Material for facilitating Reading Skill. (4) There is no significant difference in adjusted mean scores of Reading Comprehension of Instructional Material for facilitating Reading Skills and Traditional Approach groups by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (5) There is no significant difference in adjusted mean scores of Reading Vocabulary of Instructional Material for facilitating Reading Skills and Traditional Approach groups by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (6) There is no significant difference in adjusted mean scores of Reading Speed of Instructional Material for facilitating Reading Skills and Traditional Approach groups by taking pre - Reading Speed, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (7) There is no significant effect of Treatment, Academic Achievement Motivation and their interaction on Reading Comprehension of students by taking pre- Reading Comprehension, Study Habits, Verbal Intelligence and Personality as covariates. (8) There is no significant effect of Treatment, Study Habits and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Verbal Intelligence, Reading Vocabulary and Personality as covariates. (9) There is no significant effect of Treatment, Verbal Intelligence and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Personality as covariates. (10) There is no significant effect of Treatment, Personality and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Verbal Intelligence as covariates. (11) There is no significant effect of Treatment, Sex and their interaction on Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Personality, Reading Vocabulary and Verbal Intelligence as covariates. (12) There is no significant effect of Treatment, Academic Achievement Motivation and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Study Habits, Verbal Intelligence, Reading Comprehension and Personality as covariates. (13) There is no significant effect of Treatment, Study Habits and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Verbal Intelligence, Reading Comprehension and Personality as covariates. (14) There is no significant effect of Treatment, Verbal Intelligence and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension and Personality as covariates. (15) There is no significant effect of Treatment, Personality and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension and Verbal Intelligence as covariates. (16) There is no significant the effect of Treatment, Sex and their interaction on Reading Vocabulary of students by taking pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Personality, Reading Comprehension and Verbal intelligence as covariates.

The study was conducted on VII class students of M.P. Non-Equivalent Control Group Design was used.

The Reading Comprehension and Reading Vocabulary tests were developed by the investigator where as Study Habits, Academic Achievement Motivation, Intelligence, Personality were assessed with the help of standardized tools.

The present study was experimental in nature.The Treatment continued for 30 working days spread over two months at the rate of 45 minutes per working day.

Mean, SD, correlated t test, coefficient of variation, Chi square, ANCOVA and Regression Analysis statistical techniques were used to analyze the data.

The findings of study were: (1) The Reading Instructional Material for facilitating Reading Skills was found to enhance significantly the Reading Comprehension, Reading Vocabulary, Reading Speed and Reaction towards Instructional Material. (2) The Instructional Material for facilitating Reading Skills was found to be significantly superior to Traditional Approach in enhancing Reading Comprehension of students by taking pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality as covariates. (3) The Instructional Material for facilitating Reading Skills was found to be significantly superior to Traditional Approach in enhancing significantly Reading Vocabulary of students when pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality are taken as covariates. (4) Academic Achievement Motivation did not significantly influence Reading Comprehension of students when groups were equated in respect of pre - Reading Comprehension, Study Habits, Verbal Intelligence, Reading Vocabulary and Personality. (5) Reading Comprehension was found to be independent of the interaction between Treatment and Academic Achievement Motivation when groups were equated in respect of pre - Reading Comprehension, Study Habits, Verbal Intelligence, Reading Vocabulary and Personality. (6) Study Habits did not significantly influence Reading Comprehension of students when groups were matched in respect of pre - Reading Comprehension, Academic Achievement Motivation, Verbal Intelligence, Reading Vocabulary and Personality as co-variates. (7) The Reading Comprehension was found to be independent of the interaction between Treatment and Study Habits when pre - Reading Comprehension, Academic Achievement Motivation, Verbal Intelligence, Reading Vocabulary and Personality were taken as covariates. (8) Verbal Intelligence did not significantly influence Reading Comprehension of students when groups were equated in respect of pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Personality. (9) Reading Comprehension was found to be independent of the interaction between Treatment and Verbal Intelligence when groups were equated in respect pre - Reading Comprehension, Academic Achievement Motivation, Study Habits, Reading Vocabulary and Personality. (10) Personality did not significantly influence Reading Comprehension of students when groups were equated in respect pre - Reading Comprehension, Academic Achievement Motivation, Reading Vocabulary, Study Habits and Verbal Intelligence. (11) Reading Comprehension was found to be independent of the interaction between Treatment and Personality when groups were equated in respect of pre - Reading Comprehension, Academic Achievement Motivation, Reading Vocabulary, Study Habits and Verbal Intelligence. (12) Reading Comprehension was found to be independent of Sex when groups were equated in respect pre - Reading Comprehension, Academic Achievement Motivation, Reading Vocabulary, Study Habits, Personality and Verbal Intelligence. (13) Interaction between Treatment and Sex did not significantly influence Reading Comprehension when groups were equated in respect of pre - Reading Comprehension, Academic Achievement Motivation, Reading Vocabulary, Verbal Intelligence, Study Habits, Personality and Verbal Intelligence. (14) Academic Achievement Motivation did not significantly influence Reading Vocabulary of students when groups were matched with respect to pre - Reading Vocabulary, Study Habits, Reading Comprehension, Verbal Intelligence and Personality. (15) Reading Vocabulary was found to be independent of the interaction between Treatment and Academic Achievement Motivation when groups were matched in respect of pre - Reading Vocabulary, Study Habits, Reading Comprehension, Verbal Intelligence and Personality. (16) Reading Vocabulary was found to be independent of Study Habits when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Verbal Intelligence, Reading Comprehension and Personality. (17) Reading Vocabulary was found to be independent of interaction between Treatment and Study Habits when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Verbal Intelligence, Reading Comprehension, and Personality. (18) Reading Vocabulary was found to be independent of Verbal Intelligence when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension, and Personality. (19) Reading Vocabulary was found to be independent of interaction between Treatment and Verbal Intelligence when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension, and Personality. (20) Reading Vocabulary was found to be independent of Personality of students when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension, and Verbal Intelligence. (21) Reading Vocabulary was found to be independent of interaction between Treatment and Personality when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension, and Verbal Intelligence. (22) Reading Vocabulary was found to be independent of Sex when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence, Reading Comprehension, and Personality. (23) Reading Vocabulary was found to be independent of interaction between Treatment and Sex when groups were matched in respect of pre - Reading Vocabulary, Academic Achievement Motivation, Study Habits, Reading Comprehension, and Personality. (24) Reading Vocabulary, Academic Achievement Motivation, Study Habits, Verbal Intelligence, and Personality could not significantly predict Reading Comprehension of students treated through Instructional Material for facilitating Reading Skills. (25) Reading Vocabulary of students treated through Instructional Material for facilitating Reading Skills could not significantly predicted through Reading Comprehension, Academic Achievement Motivation, Study Habits, Verbal Intelligence and Personality. (26) The Reaction towards Instructional Material for facilitating Reading Skills was found to be favorable.

Keyword(s): Instructional Material, Improving Reading Skills , School Students