Experimental Paper

Cheryl Donaldson

October 11, 2012

Personality Psych 225

Instructor McMillan

E- Z Read Experiment

The intent of my paper is to prove the E-Z to read program will help students in the third grade improve their reading scores on the FCAT. My control group will be Mrs. Brown's third grade class. My hypothesis is introducing the E-Z reading program to my experimental group, Miss Jones third grade class will result in their FCAT scores improving from level two to level three in their vocabulary, literary analysis, and comprehension.

My participants are from Desert Elementary School and have struggled with reading scores since the first grade. I have introduced the same story to keep them equivalent and have also chosen both classes to be third grade students, but only one class, Miss Jones will be reading with the E-Z read program developed for this curriculum. So by introducing this reading program to Miss Jones class, they will be my independent variable. I will be introducing the program on Monday, September 3, 2012 and will be ending the study on October 1st, 2012. I will observing the experimental class on Monday, Wednesday, and Friday and will observe the control group on Tuesday and Thursday. This will be for one hour a day with no interruptions. I also will have weekly meetings with the teachers to discuss any improvements, declines, or scores staying the same in reading comprehension, literary analysis, and vocabulary. These third graders will also be given a placement test at the start of the program and an assessment quiz weekly to document their progression, deterioration, or no changes. These assessments will be discussed at weekly meeting with the teachers and I will be reporting to my advisors at the education department on a weekly basis.

On the first week of this reading program the control group stayed the same and no improvement were made in the quiz scores and the experimental group improved slightly on their reading comprehension but stayed the same in vocabulary, and literary analysis. Miss Jones was delighted with her student's progression and improvements. On the second weekly meeting the students in Miss Jones class appeared to be more comfortable in the reading program which made for an improvement in their literary analysis and comprehension,