Vanessa DeVitoEducation 703.22

Spring 2008

Research Design Threats to Internal Validity Threats to External Validity Proposed Data Correlational Graphs References

Pre-Experimental Designs:

*Quasi-Experimental-Single Group

*One group-one designated treatment group (X¹) no control group (X²).

One-Shot Case Study:

*Single Group exposed to a treatment (X) and posttested (O).

*Symbolic Design:XO

History * Past literacy experiences and parental involvement.

Maturation*Repetition and “Spring Fever”.

Instrumentation *Self-created and therefore not pilot tested.

Mortality *Parental comfort level.

Generalizability*Impossible to get the same results elsewhere.

Ecological Validity*Conditioned responses based on surroundings.

Selection-Treatment Interaction*Not a random selection of students/parents.

Specificity of Variables*Variables should be consistent and measurable.

Experimenter Effects*Passive and Active Elements

Survey Questions/Student Attitudes:1. I like English Language Arts (ELA).2. My guardian(s) encourage me to read.3. I am confident in my reading and writing ability.4. I enjoy going to the library.5. English Language Arts (ELA) is easy for me.6. When I have free time I like to read.7. I like when my guardian(s) help me with my hw.8. I like when my guardian(s) help me study for a test.9. I like doing book reports.10.I like to talk to my guardian(s) about my

schoolwork.

Choice 1-Strongly DisagreeChoice 4-Strongly Agree

Posttest Results:Frequency of paired reading as compared to

Scholastic Reading Counts! scores.

*My child reads to me during the week.1.Never2.Once3. Twice4. 3x or more

0

20

40

60

80

100

120

0 1 2 3 4 5

LITE

RACY

ACH

IEVE

MEN

T SC

ORE

S

FREQUENCY OF PAIRED READING

Posttest Scores

The coefficient (.rxy) is 0.933. It is positive for line of best fit.

O’Connor-Petruso, S. (2008). Threats to Internal and External Validity PowerPoint.

Brooklyn College, Graduate Department of

Education.

http://www.physics.csbsju.edu/stats/QF_NROW_form.html