{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1485"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1485","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"An Experimental Study of the Effects of Time of Day on Reading Achievement","abstract":"This study was undertaken to determine if time of day affects reading achievement of fourth grade children. The study involved 44 fourth grade students from a rural community. The instrument used for reading pretest and posttest scores was the Metropolitan Achievement Test. The Zenhausern Hemispheric Cognitive Style was also administered to all students in this study. Scores were compared by use of analysis of covariance and descriminate analysis. No significant difference was found between the experimental and control groups for reading comprehension or rate of comprehension. The correlations between group membership and each variable was small and not significant.","abstract_html":"This study was undertaken to determine if time of day affects reading achievement of fourth grade children. The study involved 44 fourth grade students from a rural community. The instrument used for reading pretest and posttest scores was the Metropolitan Achievement Test. The Zenhausern Hemispheric Cognitive Style was also administered to all students in this study. Scores were compared by use of analysis of covariance and descriminate analysis. No significant difference was found between the experimental and control groups for reading comprehension or rate of comprehension. The correlations between group membership and each variable was small and not significant.","abstract_has_math":false,"creators":["Jones, Denise R."],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1988,"date_issued":"1988-12-01T08:00:00Z","date_published":"1988-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Denise R Jones"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/484","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Jones, Denise R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Denise R Jones"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/484"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if time of day affects reading achievement of fourth grade children. The study involved 44 fourth grade students from a rural community. The instrument used for reading pretest and posttest scores was the Metropolitan Achievement Test. The Zenhausern Hemispheric Cognitive Style was also administered to all students in this study. Scores were compared by use of analysis of covariance and descriminate analysis. No significant difference was found between the experimental and control groups for reading comprehension or rate of comprehension. The correlations between group membership and each variable was small and not significant."]},{"key":"dc:title","label":"Title","values":["An Experimental Study of the Effects of Time of Day on Reading Achievement"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Jones, Denise R."],"dc:description.abstract":["This study was undertaken to determine if time of day affects reading achievement of fourth grade children. The study involved 44 fourth grade students from a rural community. The instrument used for reading pretest and posttest scores was the Metropolitan Achievement Test. The Zenhausern Hemispheric Cognitive Style was also administered to all students in this study. Scores were compared by use of analysis of covariance and descriminate analysis. No significant difference was found between the experimental and control groups for reading comprehension or rate of comprehension. The correlations between group membership and each variable was small and not significant."],"dc:identifier":["https://bearworks.missouristate.edu/theses/484"],"dc:rights":["© Denise R Jones"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["An Experimental Study of the Effects of Time of Day on Reading Achievement"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}