An educator believes that new reading activities for elementary school children will improve reading comprehension scores. She randomly assigns third graders to an eight-week program in which some will use these activities and others will experience traditional teaching methods. At the end of the experiment, both groups take a reading comprehension exam. Their scores are shown in the back-to-back stem-and-leaf display. Do these results suggest that the new activities are better? Test an appropriate hypothesis and state your conclusion.

The correct answer to this open question is the following.

Unfortunately, you forgot to attach the scores shown in the back-to-back stem-and-leaf display. So we do not know what the numbers are and we do not have any reference at all

What we can do to help you is to comment on the following general terms.

There have been previous and similar experiments or projects like this in other schools in America. These results suggest that the new activities are better because extra or special reading comprehension programs better prepare students to understand what they are reading and comprehend more than basic ideas of the text.

Students that participate in these programs develop a better sense to understand and like what they are reading, considerably increasing their focus and attention.

These programs have resulted positively when trying to improve the marks of the students, compared to other traditional approaches.

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