Table 1: Results of Reading Comprehension Tests: In-School Free Reading Compared to Traditional Approaches
|
Duration |
Positive |
No Difference |
Negative |
|
Less than 7 months |
8 |
14 |
3 |
|
7 months-1 year |
9 |
10 |
0 |
|
More than 1 year |
8 |
2 |
0 |
Reprinted from The Power of Reading Insights from the Research, 2nd ed., p. 2, with permission from Stephen Krashen.
|
|
Repurposed Content utilizing a traditional media design or model. |
Original Content based on a traditional media design or model. |
|
Traditional Media Design |
Type I: The least expensive and risky. Content previously developed, tested and proven to have an audience and formatted for the web
|
Type III: Creation, distribution or protection of original content, whether text or multimedia, but adhering to a traditional media design
|
|
Designed for New Media |
Type II: Content repurposed adapted to features unique to online or digital media environment.
|
Type IV: Original content features designs and capabilities unique to a digital, interactive media system
|
Figure 1: Typology of Traditional and New Media Design
Figure 2: Participants and Non-Participants
Figure 3: Profile of Non-Participants by Ability Level
Figure 4: Profile of Non-Participants by Grade Level
Figure 5: Books Read per Student by Grade and Gender
