Description of Data Collection and Analysis
Formal measures and informal measures were collected prior to and following intervention and visually represented using graphs to demonstrate a change in performance from the initiation to the termination of the study. The informal oral retelling rubrics were collected pre-intervention and post-intervention for fiction and nonfiction texts weekly, alternating between text types. The following assessments were used to assess listening and/or reading comprehension skills:
1. The Clinical Evaluation of Language Fundamentals-4th Edition (CELF-4): Understanding Spoken Paragraphs (Semel, Wiig, & Secord, 2006): to assess listening comprehension skills.
2. The Developmental Reading Assessment (DRA) (Beaver & Carter, 2003): to assess reading comprehension skills.
3. The Informal Reading Inventory-7 (B/RIRI-7) (Roe & Burns, 2007): to assess listening and reading comprehension skills.
4. Informal oral retelling rubrics taken from (Harp, 2006): to assess listening and reading comprehension skills.
The Metacomprehension Strategy Index (MSI) taken from Harp (2006) was used to identify and document awareness of strategies before, during, after reading prior to and following intervention. The score taken from the assessment were converted into a percentage and were visually represented using a line graph for analysis and interpretation. The metacognitive awareness subtest on the Comprehension Skills and Strategies section of the DRA was also used to determine the subjects’ ability to apply metacognitive strategies while reading. The scores were represented using a bar graph pre-intervention and post-intervention for analysis and interpretation. Finally, the Metacomprehension Strategies Checklist was collected two times throughout the study, for fiction and nonfiction texts, and analyzed to determine application of strategies before, during, and after reading.