Effect of Knowledge Building Pedagogy on Student’ Reading Comprehension

Abstract

The purpose of this study was to investigate the effects of knowledge building pedagogy on grade4 students’ reading comprehension. Data sources mainly came from experimental group and control group' average scores on PIRLS (Progress in International Reading Literacy Study). and data analysis was done by using an independent-samples t-test to compare average PIRLS’ scores between the experimental group and the control group. The results are as follows: Experimental group and control group’ PIRLS scores significantly increased in eighteen weeks and there was a statistically significant in that the experimental group outperformed the control group in terms of the pre-post increased PIRLS scores.