As the elementary school counselor for six elementary schools in the district, you are interested in developing strategi
Posted: Thu May 05, 2022 9:02 pm
As the elementary school counselor for six elementary schools in
the district, you are interested in developing strategies to aid
parent-child interaction on school-related tasks, particularly
reading achievement. You believe that positive attention to reading
in a non- threatening and non-frustrating home environment for one
hour an even will increase reading comprehension scores. A random
sample of 12 third-graders reading below grade level were selected
to participate in a small “pilot” study. The parents were given
instructions on how to engage their child in a "Positive Reading
Activities Program" (PRAP) at home, and on how to make this reading
activity pleasant and non-frustrating. Parents were also encouraged
to provide their child with undivided attention during this reading
period for at least one hour per evening. Each child's reading
comprehension scores (high scores indicate better comprehension; 10
is the highest score possible) were assessed with an achievement
test the day before and one month after the reading activities
program was initiated. The "before" and "after" reading
comprehension scores are below for each condition.
Child/Family
Code
Condition 1
“Before PRAP”
Comprehension Score
Condition 2
“After PRAP”
Comprehension Score
a
7
8
b
4
4
c
6
5
d
5
6
e
4
3
f
4
7
g
3
2
h
5
5
i
9
10
j
8
8
k
5
7
l
3
4
With = .05, summarize
the results of the hypothesis testing procedure by putting your
results in journal form. Ignore the minus sign if your calculated z
or t is negative.
Is the correct answer listed below
r = .85, p < .05
z = 2.52, p <.05
t (11) = .85, p < .05
t (22) = .57, p >.05
t (22) = 1.39, p >.05
the district, you are interested in developing strategies to aid
parent-child interaction on school-related tasks, particularly
reading achievement. You believe that positive attention to reading
in a non- threatening and non-frustrating home environment for one
hour an even will increase reading comprehension scores. A random
sample of 12 third-graders reading below grade level were selected
to participate in a small “pilot” study. The parents were given
instructions on how to engage their child in a "Positive Reading
Activities Program" (PRAP) at home, and on how to make this reading
activity pleasant and non-frustrating. Parents were also encouraged
to provide their child with undivided attention during this reading
period for at least one hour per evening. Each child's reading
comprehension scores (high scores indicate better comprehension; 10
is the highest score possible) were assessed with an achievement
test the day before and one month after the reading activities
program was initiated. The "before" and "after" reading
comprehension scores are below for each condition.
Child/Family
Code
Condition 1
“Before PRAP”
Comprehension Score
Condition 2
“After PRAP”
Comprehension Score
a
7
8
b
4
4
c
6
5
d
5
6
e
4
3
f
4
7
g
3
2
h
5
5
i
9
10
j
8
8
k
5
7
l
3
4
With = .05, summarize
the results of the hypothesis testing procedure by putting your
results in journal form. Ignore the minus sign if your calculated z
or t is negative.
Is the correct answer listed below
r = .85, p < .05
z = 2.52, p <.05
t (11) = .85, p < .05
t (22) = .57, p >.05
t (22) = 1.39, p >.05