{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1395"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1395","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of Effects of Instruction Using the Cloze Procedure on the Reading Comprehension of Fifth and Sixth Grade Students","abstract":"This study was conducted to determine if students in the fifth and sixth grade would improve in reading instruction if given instruction using the cloze procedure. The data were gathered from pretest and post test scores on the vocabulary and paragraph comprehension subtests of the Nelson Reading Test. Group A received instruction using the cloze procedure four times per week, one hour per day for a period of six weeks. Group B received traditional instruction. The data gathered from the two groups were compared using t-test analysis. The conclusion was: there was no statistically significant difference between the two groups in vocabulary and comprehension growth.","abstract_html":"This study was conducted to determine if students in the fifth and sixth grade would improve in reading instruction if given instruction using the cloze procedure. The data were gathered from pretest and post test scores on the vocabulary and paragraph comprehension subtests of the Nelson Reading Test. Group A received instruction using the cloze procedure four times per week, one hour per day for a period of six weeks. Group B received traditional instruction. The data gathered from the two groups were compared using t-test analysis. The conclusion was: there was no statistically significant difference between the two groups in vocabulary and comprehension growth.","abstract_has_math":false,"creators":["O'Neal, Virginia L."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1981,"date_issued":"1981-07-01T07:00:00Z","date_published":"1981-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Other Education"],"languages":[],"rights":["© Virginia L O'Neal"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/394","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["O'Neal, Virginia L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Virginia L O'Neal"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/394"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to determine if students in the fifth and sixth grade would improve in reading instruction if given instruction using the cloze procedure. The data were gathered from pretest and post test scores on the vocabulary and paragraph comprehension subtests of the Nelson Reading Test. Group A received instruction using the cloze procedure four times per week, one hour per day for a period of six weeks. Group B received traditional instruction. The data gathered from the two groups were compared using t-test analysis. The conclusion was: there was no statistically significant difference between the two groups in vocabulary and comprehension growth."]},{"key":"dc:title","label":"Title","values":["A Study of Effects of Instruction Using the Cloze Procedure on the Reading Comprehension of Fifth and Sixth Grade Students"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["O'Neal, Virginia L."],"dc:description.abstract":["This study was conducted to determine if students in the fifth and sixth grade would improve in reading instruction if given instruction using the cloze procedure. The data were gathered from pretest and post test scores on the vocabulary and paragraph comprehension subtests of the Nelson Reading Test. Group A received instruction using the cloze procedure four times per week, one hour per day for a period of six weeks. Group B received traditional instruction. The data gathered from the two groups were compared using t-test analysis. The conclusion was: there was no statistically significant difference between the two groups in vocabulary and comprehension growth."],"dc:identifier":["https://bearworks.missouristate.edu/theses/394"],"dc:rights":["© Virginia L O'Neal"],"dc:subject":["Other Education"],"dc:title":["A Study of Effects of Instruction Using the Cloze Procedure on the Reading Comprehension of Fifth and Sixth Grade Students"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:29Z"}