To isolate instances of motivation-based poor reading performance in the study group, I intend to design an investigation using elements of hands-on, active learning study programs, such as the Full Option Science System (FOSS). While FOSS is not specifically designed as a diagnostic reading program, incorporating one or more of the learning exercises will help identify students whose unsatisfactory reading performance scores relate to motivational issues, rather than issues addressable by merely providing intensified reading instruction. Though science-based, the FOSS teaching materials use post-lesson tests that also measure module subject matter comprehension and lesson retention. I intend to administer grade-appropriate science lessons, because the nature of the FOSS materials relies more on lecture than on reading material. However, instead of administering the accompanying FOSS written tests, I will devise comparable questionnaires at a reading level appropriate to the subject groups. Three groups will receive the following types of instruction:

Group 1 - FOSS Geology 6th Grade Hands-on Science Module with prior performance level-appropriate questions

Group 2 - FOSS Geology 6th Grade Science Module material delivered by lecture with prior performance level- appropriate questions

Group 3 - FOSS Geology 6th Grade Science Module material delivered by text-based lesson using prior performance level-appropriate written...

I will administer the same question set to all three groups. By rewriting the FOSS post-lesson tests at the level appropriate to the previously diagnosed reading skill level, I hope to isolate any factors contributing to low performance that are not properly redressed merely by intensive reading instruction.
If necessary, further inquiry will include repeating the same learning module using different approaches for each group, as well as additional modules, using different approaches with each group than implemented in the first series. Another variation will include repeating the study using a new lesson module and randomized groups instead of the same groups tested in previous series.

By combining the results of these different trials, I hope this study will help isolate the underlying reasons that account for the poor performance evidenced in this group as determined by the Florida Comprehensive Assessment Test and the Gates-

Macyntire Test. The most ambitious results of this study might be generated by the inclusion of hands-on and lecture-based instruction and a comparison of the reading skill scores in relation to the specific mode of instruction to identify motivational influences masquerading as reading skill development problems.