Reference no: EM132190165

As the elementary school counselor for six elementary schools in the district, you are interested in developing strategies to aid parent-child interaction on school-related tasks, particularly reading achievement. You believe that positive attention to reading in a non- threatening and non-frustrating home environment for one hour an even will increase reading comprehension scores. A random sample of 12 third-graders reading below grade level were selected to participate in a small "pilot" study. The parents were given instructions on how to engage their child in a "Positive Reading Activities Program" (PRAP) at home, and on how to make this reading activity pleasant and non-frustrating. Parents were also encouraged to provide their child with undivided attention during this reading period for at least one hour per evening. Each child's reading comprehension scores (high scores indicate better comprehension; 10 is the highest score possible) were assessed with an achievement test the day before and one month after the reading activities program was initiated. The "before" and "after" reading comprehension scores are below for each condition.

Condition 1-

7

4

6

5

4

4

3

5

9

8

5

3

Condition 2-

8

4

5

6

3

7

2

5

10

8

7

4

With  = .05, complete step 4 of the hypothesis testing procedure, what decision and conclusion should the researcher make?

Choices:

A: The researcher should retain H0 and conclude that PRAP does not increase comprehension scores

B: The researcher should retain H0 and conclude that PRAP increases comprehension scores

C: The researcher should reject H0 and conclude that PRAP increases comprehension scores

D: The researcher should reject H0 and conclude that comprehension scores are directly related to PRAP

E: The researcher should retain H0 and conclude that comprehension scores are not directly related to PRAP