Reading Japanese books. Refer to the Reading in a Foreign Language (April 2004) experiment...

Reading Japanese books. Refer to the Reading in a Foreign Language (April 2004) experiment to improve the Japanese reading comprehension levels of University of Hawaii students presented. Recall that 14 students participated in a 10-week extensive reading program in a second-semester Japanese course. The data on number of books read by each student are saved in the JAPANESE file. A MINITAB printout of the data analysis is shown below.

a. State the null and alternative hypotheses for determining whether the average number of books read by all students who participated in the extensive reading program exceeds 25.

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b. Find the rejection region for the test, using α = .05.

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c. Compute the test statistic.

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d. State the appropriate conclusion for the test.

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e. What conditions are required for the test results to be valid?

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f. Locate the p -value on the MINITAB printout and use it to test the hypothesis. Your conclusion should agree with your answer in part d.

Reading Japanese books. Refer to the Reading in a Foreign Language (Apr. 2004) experiment to improve the Japanese reading comprehension levels of University of Hawaii students, Fourteen students participated in a 10-week extensive reading program in a second-semester Japanese language course. The number of books read by each student and the student’s grade in the course are listed in the next table and saved in the JAPANESE file.

a. Construct a stem-and-leaf display for the number of books read by the students.

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b. Highlight (or circle) the leaves in the display that correspond to students who earned an A grade in the course. What inference can you make about these students?

Source: Hitosugi, C. I., and Day, R. R. “Extensive reading in Japanese.” Reading in a Foreign Language, Vol. 16, No. 1, Apr. 2004 ( Table 4 ). Reprinted with permission from the National Foreign Language Resource Center, University of Hawaii.

Japanese reading levels. University of Hawaii language professors C. Hitosugi and R. Day incorporated a 10-week extensive reading program into a second-semester Japanese language course in an effort to improve students’ Japanese reading comprehension. ( Reading in a Foreign Language , Apr. 2004.) The professors collected 266 books originally written for Japanese children and required their students to read at least 40 of them as part of the grade in the course. The books were categorized into reading levels (color coded for easy selection) according to length and complexity. The reading levels for the 266 books are summarized in the following table:

Source: Hitosugi, C. I., and Day, R. R. “Extensive reading in Japanese." Reading in a Foreign Language, Vol. 16, No. 1. Apr. 2004 (Table 2). Reprinted with permission from the National Foreign Language Resource Center, University of Hawaii.

a. Calculate the proportion of books at reading level 1 (red).

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b. Repeat part a for each of the remaining reading levels.

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c. Verify that the proportions in parts a and b sum to 1.

d. Use the previous results to form a bar graph for the reading levels.

e. Construct a Pareto diagram for the data. Use the diagram to identify the reading level that occurs most often.