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.