| The
achievements, strategies, work habits and personal characteristics
of students are reported below. Frequency distributions and mean
differences for reading level, year level, gender, ethnicity and
text type subgroups were tested for statistical significance as
appropriate.
Three types of data, achievement scores, achievement descriptors
and impressionistic individual descriptors, are examined in turn
and presented in separate result tables. Achievement scores are
presented in Tables 2, 3 and 4, achievement descriptors in Table
5, and impressionistic descriptors in Table 6. Correlation coefficients
between the achievement scores and descriptors are presented in
Table 7. In each table statistically significant differences are
displayed in bold, with the level of statistical significance indicated
in the line above (* for p < .05; ** for p < .01; or *** for
p < .001). Frequency distributions were examined across all data
types. Statistical tests of significance (t-test and analysis of
variance) were used to determine whether the means of subgroups
were significantly different from one another for each achievement
score and achievement descriptor. Chi square tests were used to
determine whether the observed frequencies for impressionistic individual
descriptors were significantly different from those expected. Post
hoc analyses were used where appropriate to determine specific statistically
significant differences. The interrelationships between the achievement
scores and achievement descriptors were analysed, with correlation
coefficients calculated using the Pearson r. |
| |
| ACHIEVEMENT
SCORES |
| Table
2 shows the percentage frequency distribution, means and standard
deviations of achievement scores of students by reading level, year
level, gender, ethnicity and text type. The five achievement scores
relate to a student’s comprehension, reading rate (wpm), error
percentage rate, self-correction percentage rate and strategy percentage
rate. Tables 3 and 4 present detailed analysis of separate error and
strategy sub-types and types respectively. |
| |
| Comprehension |
| The
mean number of questions answered correctly was 1.80. The majority
of students (64%) successfully answered 2 or 3 questions while only
11% did not answer any correctly. Analyses by subgroups revealed that
there were no statistically significant differences for reading level,
year level, gender or text type. The differences between the means
for students across ethnic groups were |
| |
|
|
Table 2:Table of Percentages, Means and Standard
Deviations of Achievement Scores of Students by Reading Level, Year
Level, Gender, Ethnicity & Text Type |
| Achievement |
Total |
Reading
Level |
Year
|
Gender |
Ethnic
Group |
Text
Type |
| Band
0 |
Band
1 |
Band
2 |
Band
3 |
4 |
8 |
Male |
Female |
Pakeha |
Maori |
Pac.
Isl. |
Fiction |
Non-Fiction |
Non-Book |
| Number |
90 |
20 |
30
|
8
|
32 |
45 |
45
|
53
|
37
|
50
|
34
|
6
|
29
|
33
|
28 |
| Comprehension#
* |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 0 |
11 |
11
|
14
|
0 |
11 |
10
|
13 |
14 |
6 |
11
|
6
|
40
|
4
|
15
|
15 |
| 1
|
25
|
45
|
18
|
14
|
22
|
29
|
21
|
18
|
36
|
16
|
39
|
20
|
18 |
30 |
27 |
| 2
|
36
|
33
|
43
|
29
|
33.5 |
40 |
32
|
43
|
26
|
32 |
42 |
40
|
52
|
26
|
31 |
|
3 |
28
|
11
|
25
|
57
|
33.5 |
21 |
34 |
25
|
32
|
41
|
13
|
0
|
26
|
29
|
27 |
|
x |
1.80 |
1.44
|
1.79 |
2.42 |
1.89
|
1.74
|
1.87
|
1.78 |
1.84 |
2.02
|
1.61
|
1.00
|
2.00 |
1.70 |
1.69 |
| s
|
.97 |
.86 |
.99 |
.79 |
1.01 |
.91 |
1.04 |
.98 |
.97 |
1.02 |
.80 |
1.00
|
.78 |
1.07 |
1.05 |
| Reading
Rate(wpm) |
|
|
|
|
*** |
|
**
|
|
|
|
|
|
|
|
|
| 0
– 29 |
11 |
30 |
7 |
12 |
3 |
11 |
11 |
17 |
3 |
12 |
9 |
16.5 |
3 |
12 |
18 |
| 30
– 59 |
49
|
45 |
70 |
25 |
38 |
65 |
33 |
47 |
51 |
44 |
53 |
67 |
52 |
49 |
46 |
| 60
– 89 |
24 |
25 |
20 |
25 |
28 |
22 |
27 |
23 |
27 |
24 |
26 |
16.5 |
21 |
27 |
25 |
| 90
– 119 |
14 |
0 |
3 |
38 |
25 |
2 |
25 |
11 |
16 |
16 |
12 |
0 |
17 |
12 |
11 |
| 120
– 149 |
2 |
0 |
0 |
0 |
6 |
0 |
4 |
2 |
3 |
4 |
0 |
0 |
7 |
0 |
0 |
| x
|
57.15 |
44.66 |
47.67 |
71.62 |
70.22 |
47.95 |
66.34 |
53.49 |
62.39 |
60.60 |
54.92 |
41.03 |
64.70 |
55.72 |
51.01 |
| s
|
27.09 |
20.96 |
16.79
|
30.76 |
30.89 |
17.85 |
31.50 |
27.73 |
25.60 |
30.04 |
23.11 |
14.95 |
30.45 |
24.43 |
25.44 |
| Error
% Rate * |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 0
– 4 |
26 |
25 |
33 |
12.5 |
22 |
27 |
25 |
25 |
27 |
22 |
32 |
17 |
17 |
36 |
21.5 |
| 5
– 9 |
47 |
25 |
47 |
62.5 |
56 |
40 |
53 |
41 |
54 |
50 |
44 |
33 |
59 |
43 |
39 |
| 10
– 14 |
13 |
15 |
7 |
12.5 |
19 |
11 |
16 |
13 |
13 |
10 |
12 |
50 |
14 |
9 |
18 |
| 15
– 19 |
8 |
15 |
10 |
0 |
3 |
14 |
2 |
11 |
3 |
8 |
9 |
0 |
7 |
6 |
11 |
| 20
– 24 |
1 |
5 |
0 |
0 |
0 |
2 |
0 |
2 |
0 |
2 |
0 |
0 |
0 |
0 |
3.5 |
| 25
– 29 |
2 |
5 |
0 |
12.5 |
0 |
2 |
2 |
2 |
3 |
2 |
3 |
0 |
3 |
3 |
0 |
| 30
– 34 |
1 |
0 |
3 |
0 |
0 |
0 |
2 |
2 |
0 |
2 |
0 |
0 |
0 |
3 |
0 |
| 35
– 39 |
1 |
5 |
0 |
0 |
0 |
2 |
0 |
2 |
0 |
2 |
0 |
0 |
0 |
0 |
3.5 |
| 40
– 44 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 45
– 49 |
1 |
5 |
0 |
0 |
0 |
2 |
0 |
2 |
0 |
2 |
0 |
0 |
0 |
0 |
3.5 |
| x
|
9.21 |
13.78 |
7.92 |
9.44 |
7.51 |
10.30 |
8.13 |
10.52 |
7.34 |
10.07 |
8.03 |
8.75 |
8.22 |
8.12 |
11.53 |
| s
|
8.10 |
13.14 |
6.52 |
6.91 |
3.71 |
9.88 |
5.71 |
9.51 |
5.02 |
9.71 |
5.45 |
5.32 |
5.56 |
6.96 |
10.88 |
| *
p < .05 |
** p < .01 |
*** p < .001 |
|
|
|
|
|
|
|
|
|
| #
only 80 students were asked the three comprehension questions
|
| S-Corr.
% Rate |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0
– 4 |
90 |
95 |
80 |
88 |
97 |
87 |
93 |
89 |
92 |
92 |
88 |
83 |
97 |
91 |
82 |
5
– 9 |
10 |
5 |
20 |
12 |
3 |
13 |
7 |
11 |
8 |
8 |
12 |
17 |
3 |
9 |
18 |
x
|
2.46 |
2.37 |
2.83 |
2.27 |
2.22 |
2.51 |
2.41 |
2.61 |
2.24 |
2.34 |
2.67 |
2.30 |
1.98 |
2.48 |
2.93 |
s
|
1.77 |
1.83 |
2.17 |
1.68 |
1.33 |
1.10 |
1.54 |
1.74 |
1.83 |
1.49 |
2.07 |
2.37 |
1.34 |
1.67 |
2.19 |
| Strategy
% Rate |
|
|
|
|
|
|
|
|
** |
|
|
|
|
|
** |
0
– 4 |
18 |
20 |
7 |
25 |
25 |
14 |
22 |
17 |
19 |
14 |
26 |
0 |
28 |
12 |
14 |
5
– 9 |
48 |
35 |
60 |
50 |
44 |
51 |
44.5 |
41 |
57 |
56 |
38 |
33 |
52 |
58 |
32 |
10
– 14 |
21 |
10 |
27 |
12.5 |
25 |
22 |
20 |
21 |
21 |
16 |
24 |
50 |
17 |
15 |
32 |
15
– 19 |
4 |
10 |
3 |
0 |
3 |
2 |
7 |
6 |
3 |
0 |
9 |
17 |
0 |
9 |
4 |
20
– 24 |
6 |
15 |
0 |
12.5 |
3 |
7 |
4.5 |
9 |
0 |
8 |
3 |
0 |
3 |
3 |
11 |
25
– 29 |
2 |
5 |
3 |
0 |
0 |
2 |
2 |
4 |
0 |
4 |
0 |
0 |
0 |
3 |
3.5 |
30
– 34 |
1 |
5 |
0 |
0 |
0 |
2 |
0 |
2 |
0 |
2 |
0 |
0 |
0 |
0 |
3.5 |
x
|
9.59 |
12.12 |
9.41 |
9.51 |
8.20 |
9.93 |
9.25 |
11.01 |
7.56 |
9.95 |
8.68 |
11.74 |
7.30 |
9.27 |
12.34 |
s
|
6.14 |
9.21 |
5.03 |
6.24 |
4.20 |
6.71 |
5.57 |
7.10 |
3.65 |
6.93 |
5.10 |
3.98 |
4.05 |
5.88 |
7.26 |
| *
p < .05 |
**
p < .01 |
*** p < .001 |
|
|
|
|
|
|
|
|
|
|
|
statistically significant (F = 3.64; df = 2,77; p <
.05), with Pakeha students correctly answering significantly more
comprehension questions (x = 2.02) than Pacific Island students (x
= 1.00). |
| |
|
|
Reading Rate |
| The
majority of students read at the “very slow” rate of 30-59
wpm. Across all students, the mean number of words read per minute
was 57.15 and this remained similar for gender, ethnicity and text
type subgroups. The differences between the means for students across
year and reading level groups were statistically significant. While
year 4 students read an average of 47.95 wpm or “very slowly”,
year 8 students read an average of 66.34 wpm or “slowly”
(t = -3.406; df 88; p < .01). Similarly, children in bands 0 and
1 read significantly fewer words per minute than those in bands 2
and 3 (F = 7.10; df = 3,86; p <.001). The only two students to
read at the “fast” rate, of 120-149 wpm, were all year
8 students in band 3. |
| |
|
|
Error Rates |
The
majority of students (73%) made up to 10% of errors, and students
achieved an overall mean error rate of 9.21%. Similar means were achieved
across year level, gender, ethnicity and text type subgroups but differences
between the means for the four reading level groups were found to
be statistically significant (F = 3.04; df = 3,86; p < .05). Students
reading at band 0 (13.78%) made a significantly higher proportion
of errors than those reading at bands 1 (7.92%) and 3 (7.51%). This
was anticipated, given that students making frequent errors at band
0 could not be observed reading easier material.
Table 3 presents a detailed analysis comparing the proportions of
total errors ( 9.21%) for 8 sub-types and 4 types of errors, “substitutions”
(6.18%), “omissions” (3.21%), “insertions”
(1.82%) and “other” (.27%). Students achieved a substantial
overall mean substitution rate of 6.18%, with slightly more words
(3.12%) being substituted or reversed than sounds (2.02%). Means were
similar across all subgroups.
Students achieved a moderate overall mean omission rate of 3.21%,
with slightly more sounds (1.61%) being omitted than entire words
(1.01%). Similar means were achieved for age, gender, ethnicity and
text type subgroups but differences between the means for the four
reading levels were significantly different in relation to the word
omission rate. (F = 5.16; df = 3,86; p < .01) Students reading
at band 0 (3.02%) omitted significantly more entire words than those
reading at bands 1 (.22%), 2 (.52%) or 3 (.60%). This |
| |
|
| Table
3:Table of Means and Standard Deviations of Mean Error % Rates of
Students by Reading Level, Year Level, Gender, Ethnicity & Text
Type |
| Achievement |
Total |
Reading
Level |
Year |
Gender |
Ethnic
Group |
Text
Type |
| Band
0 |
Band
1 |
Band
2 |
Band
3 |
4 |
8 |
Male |
Female |
Pakeha |
Mäori |
Pac.
Isl. |
Fiction |
Non-Fiction |
Non-Book |
| Number |
90 |
20 |
30 |
8 |
32 |
45 |
45 |
53 |
37 |
50 |
34 |
6 |
29 |
33 |
28 |
| Total
Errors |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| x |
9.21 |
13.78 |
7.92 |
9.44 |
7.51 |
10.30 |
8.13 |
10.52 |
7.34 |
10.07 |
8.03 |
8.75 |
8.22 |
8.12 |
11.53 |
| s |
8.10 |
13.14 |
6.52 |
6.91 |
3.71 |
9.88 |
5.71 |
9.51 |
5.02 |
9.71 |
5.45 |
5.32 |
5.56 |
6.96 |
10.88 |
| Omissions
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
total
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
3.21 |
4.27 |
2.06 |
4.77 |
3.23 |
3.12 |
3.30 |
3.61 |
2.63 |
3.57 |
2.98 |
1.50 |
2.81 |
2.59 |
4.34 |
s |
3.62 |
6.26 |
1.79 |
4.14 |
2.04 |
4.45 |
2.60 |
4.33 |
2.20 |
4.28 |
2.70 |
1.05 |
2.35 |
2.55 |
5.28 |
| sound
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
1.61 |
2.00 |
1.50 |
1.92 |
1.42 |
1.73 |
1.49 |
1.78 |
1.38 |
1.62 |
1.59 |
1.73 |
1.57 |
1.19 |
2.16 |
s |
1.98 |
3.41 |
1.26 |
2.04 |
1.22 |
2.40 |
1.44 |
2.14 |
1.70 |
2.06 |
2.01 |
0.99 |
2.28 |
1.40 |
2.14 |
| word |
|
|
|
|
** |
|
|
|
|
|
|
|
|
|
|
| x |
1.01 |
3.02 |
0.22 |
0.52 |
0.60 |
1.47 |
0.54 |
1.27 |
0.63 |
1.41 |
0.59 |
0 |
0.77 |
0.65 |
1.66 |
| s |
2.80 |
5.47 |
0.47 |
0.42 |
0.74 |
3.87 |
0.67 |
3.57 |
0.86 |
3.64 |
0.97 |
0 |
1.55 |
1.07 |
4.62 |
| Insertions |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| total |
|
|
|
|
* |
|
* |
|
|
|
|
|
|
|
|
x |
1.82 |
0.42 |
1.52 |
2.91 |
2.70 |
0.97 |
2.67 |
1.80 |
1.85 |
2.05 |
1.59 |
1.17 |
1.84 |
1.91 |
1.68 |
s |
1.99 |
0.63 |
1.78 |
2.24 |
2.14 |
1.15 |
2.29 |
1.83 |
2.23 |
2.06 |
1.97 |
1.47 |
3.03 |
2.14 |
1.83 |
| sound
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
1.04 |
0.67 |
1.05 |
1.21 |
1.22 |
0.89 |
1.19 |
1.12 |
0.92 |
1.05 |
0.96 |
1.39 |
1.01 |
1.03 |
1.08 |
s |
1.10 |
1.18 |
1.07 |
0.94 |
1.10 |
1.13 |
1.06 |
1.12 |
1.06 |
1.04 |
1.09 |
1.63 |
1.03 |
1.12 |
1.17 |
| word |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| x |
0.15 |
0.07 |
0.12 |
0.16 |
0.23 |
0.10 |
0.20 |
0.14 |
0.17 |
0.23 |
0.06 |
0 |
0.05 |
0.24 |
0.15 |
| s |
0.39 |
0.33 |
0.36 |
0.35 |
0.45 |
0.36 |
0.41 |
0.39 |
0.39 |
0.48 |
0.19 |
0 |
0.21 |
0.51 |
0.35 |
| Substitutions/Rev
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| total |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
6.18 |
7.20 |
5.74 |
7.72 |
5.56 |
6.18 |
6.17 |
6.86 |
5.20 |
6.51 |
5.93 |
4.79 |
6.10 |
5.71 |
6.81 |
s |
7.00 |
11.12 |
6.69 |
5.85 |
3.68 |
8.51 |
5.18 |
8.42 |
4.15 |
7.83 |
6.25 |
3.08 |
4.41 |
7.04 |
9.06 |
| sound
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
2.02 |
1.49 |
2.36 |
2.08 |
2.02 |
1.80 |
2.25 |
2.09 |
1.94 |
1.86 |
2.21 |
2.34 |
2.07 |
2.01 |
1.99 |
s |
2.12 |
2.06 |
2.57 |
1.34 |
1.87 |
2.03 |
2.21 |
2.27 |
1.92 |
2.14 |
2.11 |
2.35 |
2.11 |
2.32 |
1.97 |
| word |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| x |
3.12 |
6.35 |
2.54 |
3.35 |
1.74 |
4.14 |
2.21 |
3.86 |
2.20 |
3.75 |
2.37 |
2.95 |
2.58 |
2.77 |
4.27 |
| s |
6.05 |
11.20 |
3.73 |
4.00 |
1.58 |
7.93 |
3.02 |
7.34 |
3.32 |
7.65 |
3.07 |
2.75 |
3.88 |
3.85 |
9.25 |
Other |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| total |
|
|
|
|
|
|
* |
|
|
|
|
|
|
|
|
x |
0.27 |
0.10 |
0.18 |
0.32 |
0.46 |
0.14 |
0.41 |
0.35 |
0.16 |
0.26 |
0.31 |
0.17 |
0.21 |
0.32 |
0.29 |
s |
0.60 |
0.31 |
0.41 |
0.46 |
0.84 |
0.37 |
0.74 |
0.71 |
0.37 |
0.59 |
0.65 |
0.41 |
0.41 |
0.66 |
0.70 |
| alt.
pronunc. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
x |
0.16 |
0.19 |
0.11 |
0.12 |
0.20 |
0.15 |
0.17 |
0.21 |
0.09 |
0.11 |
0.20 |
0.35 |
0.16 |
0.18 |
0.14 |
s |
0.38 |
0.60 |
0.27 |
0.22 |
0.34 |
0.45 |
0.31 |
0.46 |
0.21 |
0.26 |
0.42 |
0.85 |
0.39 |
0.42 |
0.34 |
| can't
decipher |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| x |
0.04 |
0 |
0.01 |
0.07 |
0.08 |
0.01 |
0.07 |
0.07 |
0 |
0.04 |
0.05 |
0 |
0 |
0.04 |
0.08 |
| s |
0.19 |
0 |
0.07 |
0.21 |
0.30 |
0.05 |
0.26 |
0.25 |
0 |
0.20 |
0.19 |
0 |
0 |
0.19 |
0.27 |
| *
p<0.05 |
**
p<0.01 |
***
p < 0.001 |
|
|
|
|
|
|
|
|
|
|
finding
may reflect the higher error rate for band 0 students overall, or
indicate that these students experienced more scanning difficulties.
Students achieved a lower mean insertion rate of 1.82%, with more
sounds (1.04%) being inserted than entire words (.15%). Similar means
were observed for gender, ethnicity and text type groups, but differences
between the means for reading and year level were found to be significantly
different. Students reading at bands 1 (1.52%), 2 (2.91%) and 3 (2.70%),
reading increasingly longer texts with more complex vocabulary, made
significantly more insertions than those reading at band 0 (.42%)
(F = 7.82; df = 3,86; p < .001). Similarly, year 8 students (2.67%)
made more insertions than year 4 students (.97%) (t = -4.43; df =
88; p < .001).
In regard to “other” errors, students made very few alternate
pronunciations (.16%), and scarcely any errors could not be deciphered
after replaying the video tapes up to five times (.04%). Similar means
were achieved for all subgroups except for year level, with year 8
students (.41%) making significantly more alternate pronunciations
or undecipherable attempts at unknown words than those in year 4 (.14%)
(t = -2.14; df = 88; p < .05). |
|
