Download or read book Study on the Use of Accelerated Reader During Sustained Silent Reading Sessions on Students Reading Motivation and Acheivement written by Kelly Wince and published by . This book was released on 2006 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of study was to determine the effects of the Accelerated Reader program on the reading motivation and achievement of struggling third graders. The four students in the study met with the researcher for thirty minutes each day of the week. The participants read books from their book boxes which were based on interests and reading levels. The data collected was pre/posttest format using a reading motivation survey and reading achievement test (STAR). Analysis of the data using a one sample one tailed t score post assessment scores showed no statistically significant gain. However, there was evidence of a trend toward gains in both reading motivation and achievement by using AR.
Download or read book The Effects of Providing Scheduled Sustained Silent Reading in a High School Senior English Class on Reading Motivation written by Karin D. Wescom and published by . This book was released on 2014 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students are taught how to read, but that does not always lead to a desire to want to read. Motivating students to want to read is a challenge teachers face every day. In an educational world driven by standardized test scores, fewer English teachers incorporate sustained silent reading into the regular part of their curriculum. Teachers have mixed feelings when it comes to whether or not sustained silent reading is an effective strategy to use amidst the pressures of teaching to the standards. Some students may be provided sustained silent reading time, but not use it appropriately, or demonstrate a lack of motivation to participate in the act of reading silently. Frustrated teachers who are not sure how to approach these problems, may decide, as a result, to give very little class time, or none at all, to reading for pleasure. Most reading that students do is required reading assigned by an instructor. Few adolescents choose to read outside of school. Thus, teachers want to know how to increase students' motivation to read. The purpose of this work was to investigate the value of providing a dedicated time for sustained silent reading during the school day in order to increase reading motivation and the promotion of reading enjoyment. Additionally, the role and impact of the teacher during and between those reading sessions, and the different structures of sustained silent reading implemented during the dedicated time were evaluated for their effect on students' reading motivation. The intent of this research was to use the results and analysis of the study to determine if the various processes used will facilitate reading motivation in high school students. The participants of the study were 31 College Preparatory English 12 students at Elk Grove High School. Three different sources of data were collected and analyzed. The researcher developed a 13-question reading interest survey to discover the students' attitudes about reading and about sustained silent reading in school. The researcher implemented a structured, once a week, independent reading program. Halfway through the study, the researcher conducted a whole class interview to find out how the students are feeling about the reading program, and whether student participation in this program relates to increased reading motivation. The study concluded with a 16 question post-survey to capture the students' views of the reading, the independent reading program, and their reading motivation. As a result of the implementation of the sustained silent reading program, most students enjoyed reading during the school day. Student interest in reading at school increased because reading for pleasure now worked in their busy schedules, and it was a consistent routine the students came to expect and enjoy. The students preferred having free choice in what to read, and appreciated the elimination of a grade or project associated with the completion of independent reading. The importance of having access to a classroom library, and teacher and peer recommendations and modeling seem to impact students' willingness to read. It can be concluded that a one-day-a-week sustained silent reading program can affect students' willingness and motivation to read for pleasure.
Download or read book The Effects of the Accelerated Reader Program and Sustained Silent Reading on Reading Attitudes and Reading Achievement of Eight grade Students written by Sara Parker Sims and published by . This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Accelerated Reader Program and Sustained Silent Reading on Reading Attitudes and Reading Achievement of Eighth grade Students written by Sara Parker Sims and published by . This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Accelerated Reader on Student Achievement Reading Comprehension Growth and Motivation to Read written by Angela Dee Spiller and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was developed to determine the interconnectivity between Accelerated Reader and its impact on standardized achievement tests, reading comprehension, motivation to read, and overall reading growth. Historical data from 2017-2018 was taken from fourth-grade students who attended a suburban elementary school in a large public school district. Using a correlational and survey research design, data collected included: end of year Accelerated Reader Student Growth Percentile scores, standardized Reading and Language Arts test scores, growth and performance scores, reading report card grades, and interviews with parents, teachers, and administrators. Limited data revealed that the study was inconclusive. However, the recommendation is that Accelerated Reader should be used as a supplemental source to create student success in reading comprehension and growth.
Download or read book Resources in Education written by and published by . This book was released on 1994 with total page 1008 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Increasing Reading Motivation and Achievement in the Intermediate Classroom Through Independent Reading Time Interactive Book Talks and Cooperative Book Activities written by Cinda Heringer Muser and published by . This book was released on 2011 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reading of real books is the ultimate aim of reading instruction and the hinge that opens the door to a lifelong love of reading. However there appears to be little available time for self-selected reading of real books in today's test driven, standard's based curriculum. The time needed to achieve this goal of motivated, independent readers has taken a back seat to reading time filled with instruction on phonics, skills and comprehension strategies. Children have been expected to "read when they finish their work" or "read at home." Educators face a three dimensional dilemma: teaching children how to read, providing time, space, and selection of relevant literature in the classroom, and finally, instilling in children the desire to choose to read such that they become lifelong readers. This study aimed to address the effects of reorganizing the classroom so that children spend more time actually reading than they do learning about reading. The study proposed that teachers can increase student motivation to read by allowing self-selection of appropriately leveled books, providing time within the school day for independent reading, and engaging students in interactive book discussions and book activities with peers. Determining a valid approach to motivating students to do more wide reading may help educators counteract the decline in reading as students enter the intermediate grades and on into adulthood. The teacher researcher established her classroom as the treatment group in order to follow students' reading preferences, volume, interest, and instructional reading level over a 10week period. Students in the fifth grade intervention classroom received 20 minutes of independent reading time, self-selection of reading materials, and an additional time allotment of 10 minutes for literature based social activities and book talks. Data gathered from the intervention classroom included the following: (a) student surveys that addressed preferences, attitudes, and behaviors involving reading; (b) on-going reading logs and Student Record Reports from the Accelerated Reader program that monitored reading volume; (c) Pre and post STAR Reading tests to determine instructional reading level and a reading range ZPD (Zone of Proximal Development); and, (d) researcher observations and notes taken during book talks, as well as book wall contributions made by students in treatment group. Several conclusions were reached at the end of this study. Students in the intervention classroom demonstrated several positive effects of the treatment: 1. Their motivation to read was enhanced through book talks and book wall contributions as meaning and personal connections were made resulting in deeper understanding of the text. 2. Their Instructional Reading Level (IRL) improved as observed in a positive correlation between pre and post scores on the STAR Reading Assessment. 3. Their self efficacy beliefs increased as seen in students choosing books at a higher level, completing more books, and learning to share their personal reflections of the literature. 4. Students demonstrated an increased eagerness to read as a result of experiencing reading as an interactive social activity shared with peers. It can be concluded that a strong relationship exists between providing independent reading time and interactive book activities and the students' desire to read and continue reading.
Download or read book School Library Media Activities Monthly written by and published by . This book was released on 1998 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of Sustained Silent Reading on Reading Achievement Scores of Inner City Middle School Students written by Lucy Green Parker and published by . This book was released on 1986 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Effects of Sustained Silent Reading and Reciprocal Reading on Reading Motivation for Middle School Students with Reading Delays written by Margaret Uwayo and published by . This book was released on 2019 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that secondary students with reading delays may lack reading motivation, which can be defined as the temporal reinforcement value of texts for an individual. However, reading motivation may be a critical component of their acquisition of reading proficiency. The purpose of the current study was to compare the effects of two research-based reading interventions - sustained silent reading and modified reciprocal reading - on the reading motivation of middle school students with reading delays. Participants were four 6th-grade students who were grouped into dyads in a reading intervention classroom. The primary dependent variable was book engagement under pairing and test conditions. Book engagement was defined as the percentage of time during which participants contacted or manipulated pages of books, made eye movements from left to right and top to bottom on pages of books, flipped pages, and talked about books. The secondary dependent variable was the number of correct responses on a written comprehension check. Reading interventions were 10 minutes of sustained silent reading and 10 minutes of a modified reciprocal reading procedure that included stimulus-stimulus pairing, a yoked contingency, and feedback from a teacher. An alternating treatment design with baseline and a final treatment phase was used to evaluate the effects of the two treatments. Results indicated that sustained silent reading increased reading engagement for two participants and that reciprocal reading increased reading engagement for two participants. Results are discussed in terms of existing research and extensions to reading instruction for middle school students with reading delays.
Download or read book The Effect of Using Electronic Books During Sustained Silent Reading on the Reading Achievement and Motivation of First Grade Students written by Amanda B. Snyder author and published by . This book was released on 2016 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Accelerated Reading on Intrinsic Reading Motivation of Students written by Sierra Deanna Daugaard and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Renaissance Learning, Inc.'s Accelerated Reader program, commonly referred to as the AR program, has been utilized in schools since the 1980s and is a rather popular program. Accelerated Reader provides comprehension quizzes for students to take on books they have read to earn points. This study aims to determine if Accelerated Reader has an impact on students' intrinsic motivation to read."--From page i.
Download or read book Increasing Student Achievement Through the Use of a Reading Strategy written by Karla B. DuVall and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined achievement and classroom conditions in a seventh-grade reading program designed to closely follow the Renaissance Learning Accelerated Reader guidelines.
Download or read book Effects of Accelerated Reader on Reading Motivation and Achievement of Fourth Grade Students written by S. Michael Putman and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Accelerated Reader Program and Students Attitude Towards Reading written by Deborah Ann Focarile and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship between the use of the Accelerated Reader Program, a computerized reading management program marketed by Advantage Learning Systems, Inc., and student's attitudes towards reading while specifically focusing on the difference in attitudes toward reading between low achieving and high achieving students. In addition, this study describes the relationship between reading achievement and the use of the Accelerated Reader Program. This study is quasi-experimental in nature since it does not use a random sample or random assignment to groups. In order to assess student attitudes toward reading, the Heathington Attitude Scale (intermediate version) was employed. The Heathington Attitude Scale is a Likert scale, or summated rating and gives feedback about school-related reading activities such as free reading and organized reading, reading at the library, reading at home, other recreational reading, and general reading. The Gates-MacGinitie Reading Tests was used to assess reading achievement. These test, published by Riverside Publishing Company, are standardized achievement of reading from the end of Kindergarten through Grade 12. Each level test consists of two tests: a vocabulary test and a comprehension test. The reading passages include a balance of different genres of writing. Results of the study suggest that there is no significant relationship between the use of the Accelerated Reader Program and student interest toward reading. Likewise, the study showed that the Accelerated Reader program did not have a significant impact on the reading interest of low achieving students when compared to high achieving students. Similarly, the data indicated that there was not a significant relationship between the use of the Accelerated Reader Program and student reading achievement. Finally, recommendations have been presented for further research of the following:the study should be conducted using a larger sample of participants and a comparison of the increase or decrease in student interest in reading during the school year between the students using the Accelerated Reader Program and those who do not.
Download or read book The SSR Handbook written by Janice L. Pilgreen and published by Boynton/Cook. This book was released on 2000 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Readers will come away from this book with an understanding of what SSR is, why it's important, and how to implement it in their own schools and classrooms.
