Effects of the Wisconsin Reading Design Comprehension Program on Reading Achievement and Self-Concept of Sixth Grade Students

Problem. The teaching of reading in elementary schools of America has long been a subject of intense interest to the American public. The comprehension component of the criterion referenced reading program, Wisconsin Design for Reading Skills Development, is a product being developed to teach reading skills. The main purpose of the study was to determine and describe the effects of the program on reading achievement and self-concept of sixth grade students. Method. This was a quasi-experimental study using a parametric technique. One-way multi-variate analysis of covariance and two-way univariate analysis of covariance were used to analyze the results of the Stanford Achievement test scores. Univariate analysis of covariance was used to analyze the results of the Coopersmith Self-Esteem Inventory and Michigan Educational Assessment Program. Significance of difference between independent proportions was used to analyze the WDRSD scores for the treatment group. There were forty-four sixth grade students in the treatment group (nineteen boys and twenty-five girls) and one hundred three in the control group (forty-seven boys and fifty-six girls) who were tested for treatment and sex. Results. Treatment girls scored significantly higher than non-treatment girls in reading--especially spelling. Treatment boys scored significantly higher in spelling. Both treatment boys and treatment girls met the criterion for WDRSD results. There were no significant differences between any groups on self-esteem. Conclusions. Although the comprehension component of Wisconsin Design still needs some refinement, it is a useful program worthy of further development and application