The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional \"textbook\" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the t test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.
","abstract_html":"<p>The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional "textbook" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the <em>t</em> test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.</p>","abstract_has_math":false,"creators":["Barberio, Inez Lee"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-06-23T07:00:00Z","date_published":"2005-06-23T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Education, Elementary--Research; Reading (Elementary)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/964","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Barberio, Inez Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary--Research; Reading (Elementary)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/964"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional \"textbook\" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the t test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.
"]},{"key":"dc:title","label":"Title","values":["The effects of collaborative strategic reading among third grade students"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Barberio, Inez Lee"],"dc:date.available":["2016-04-10T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional \"textbook\" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the t test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.
"],"dc:identifier":["https://rdw.rowan.edu/etd/964"],"dc:subject":["Education, Elementary--Research; Reading (Elementary)","Elementary Education and Teaching"],"dc:title":["The effects of collaborative strategic reading among third grade students"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:52Z"}