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Theory: Greater time spent reading causes increased spelling ability.

Method: Participants were currently enrolled in Year 2 of a South Australian primary school. They were randomly assigned to either the 2-hour or half-hour groups. Before lunch that day, participants spent time reading from a selection of readers that had not been used in class. Students in the 2-hour group spent a minimum of 105 and a maximum of 120 minutes reading. Students in the half-hour group spent a minimum of 20 and a maximum of 30 minutes reading. They spent the remaining time (i.e., 1.5 hours) watching videos or hearing readings of the stories in the readers (none of which involved the visual presentation of the target words). After lunch, all participants completed a spelling test on a set of 40 target words that were contained within the readers. The score on the test was calculated as the number of words spelled correctly.

What is the outcome construct in this study?

A. Reading time
B. Spelling ability
C. Interest in books
D. Literacy
E. Reading time group (2-hour group)
F. Half-hour group
G. Time reading per week (in hours)
H. Spelling test score
I. Spelling group
J. Good-speller group
K. Poor-speller group

Answer :

The outcome construct in the described study is (B) spelling ability.

The study aims to determine if the time spent reading affects spelling skills. After the reading sessions, participants took a spelling test, and their performance on this test (i.e., the number of words spelled correctly) is defined as the primary measure of achievement in spelling ability.

  • The theory being tested is about the impact of reading time on spelling ability.
  • The researchers measured participants' spelling skills through a spelling test on words from the reading materials.
  • Spelling test score directly reflects the participants' ability to spell the target words, making it the outcome construct.

The complete question is shown below:

Theory: Greater time spent reading causes increased spelling ability.

Method: Participants were currently enrolled in Year 2 of a South Australian primary school.

They were randomly assigned to either the 2-hour or half-hour groups. Before lunch that day, participants spent time reading from a selection of readers that had not been used in class. Students in the 2-hour group spent a minimum of 105 and a maximum of 120 minutes reading. Students in the half-hour group spent a minimum of 20 and a maximum of 30 minutes reading. They spent the remaining time (i.e., 1.5 hours) watching videos or hearing readings of the stories in the readers (none of which involved the visual presentation of the target words). After lunch, all participants completed a spelling test on a set of 40 target words that were contained within the readers. The score on the test was calculated as the number of words spelled correctly.

What is the outcome construct in this study?

(A) Reading time

(B) Spelling ability

(C) Interest in books

(D) Literacy

(E) Reading time group 2-hour group

(F) Half-hour group

(G) Time reading per week (in hours)

(H) Spelling test score

(I) Spelling group

(J) Good-speller group

(K) Poor-speller group

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Rewritten by : Jeany

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