Year
1985
Paper Type
Master's Thesis
College
College of Education and Human Services
Degree Name
Master of Education (MEd)
Department
Education
First Advisor
Dr. William Herrold
Second Advisor
Dr. Donna Keenan
Third Advisor
Dr. Drummond
Abstract
The purpose of this study is to show that instructional methods designed for right-brained students will make a significant difference in the reading achievement scores of the students when compared with the scores of right-brained sixth grade students not receiving these instructional methods.
The subjects were sixth grade students who use the right hemisphere of the brain to a greater degree than the left hemisphere. The subjects' cerebral preference was determined by a test known as the Cerebral Preference Index (CPI). Ten students each were chosen from two sixth grade classes. The study consisted of a Control Group and Experimental Group. During the study the Control Group received eight weeks of the regular school's program while the Experimental Group received eight weeks of instructional strategies that take hemispheric specialization into consideration. The results indicated that there was no significant difference in the reading achievement scores of those students who received the instructional methods designed for right brained students. The analysis of data did suggest that those scoring high on the pre-test scored high on the post test. The results indicated the same outcome for low scorers.
Suggested Citation
Griffin, Velda L., "Right Brain Study" (1985). UNF Graduate Theses and Dissertations. 24.
https://digitalcommons.unf.edu/etd/24