Download or read book The Purpose of this Study is to Examine the Effects of an Independent Reading Program on Student Achievement and Motivation in a Fourth Grade Classroom written by Tracey E. Ellis and published by . This book was released on 2010 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College elementary School Reading Partners written by Rebecca Sue Kelly Huechteman and published by . This book was released on 1998 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what effects a college and elementary student supplemental independent reading partner project had on the attitudes, word attack skills, and reading comprehension of average fourth grade readers. The study involved 52 fourth graders who had scored in the third quintile on the reading subtest of the Missouri Mastery Achievement Test at the end of the third grade. All elementary students involved in the study were pre-tested and posttested through administrations of the Elementary Reading Attitude Survey and the Word Attack and Passage Comprehension subtests of the Woodcock-Johnson Psycho-Educational Battery Revised . The 26 students making up the treatment group were assigned college reading partners who met with them twice a week for a half-hour period of recreational reading. The other 26 students, the control group, received only regular classroom instruction. The data in this study were analyzed using analysis of covariance. The posttest means were compared using pretest scores as the covariate and posttest scores as the dependent variable. Results of the analysis revealed a significant improvement in the academic reading attitude, the recreational reading attitude, and the word attack scores of the treatment group when compared to the control group. The improvement in passage comprehension of the treatment group when compared to that of the control group was not statistically significant, but was approaching significance. On the basis of this study it can be concluded that a college-elementary reading partnership which focuses on recreational reading can improve the reading attitudes, word attack skills, and passage comprehension of the average fourth grade reader.
Download or read book Reading Rate written by Ronald P. Carver and published by . This book was released on 1990 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Reading Aloud Program on the Independent Reading of Pupils in the Fourth Grade written by Virginia Y. Crane and published by . This book was released on 1991 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2004 with total page 570 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 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Reading Comprehension of Self Chosen Books Through Computer Assessment and Feedback written by Keith James Topping and published by Taylor & Francis. This book was released on 2022-07-12 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools around the world use online programs like Accelerated Reader and Reading Counts to improve students’ reading comprehension of real books, but how can such software be used most effectively? In this unique resource, researcher Keith Topping analyzes independent research studies and brings you best practices on quality implementation to enhance effectiveness. He explains the evidence base for the programs in a comprehensible way and addresses many common questions, such as "Does it work?," "How should it be implemented to make it work?," and "Is it cheaper and more efficient in teacher time than what we were doing before?" He also discusses best practices for using the assessment data, for tailoring implementation in elementary vs. high schools, and for working with disadvantaged students. Appropriate for teachers, literacy coaches, curriculum leaders, and other stakeholders, the book will provide you with a strong research foundation and easily accessible information to help you fine-tune your understanding of the reading programs and implement them more successfully in your schools and classrooms.
Download or read book Reading and Writing to Learn written by Joanne Pugatch Daniels and published by . This book was released on 1989 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students written by and published by . This book was released on 2017 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading proficiency makes profound differences in reasoning and the ability to learn new information. Past research has indicated that avid readers demonstrate superior literacy development and a wide-range of knowledge across subjects (Allington, 2011; Guthrie, 2008; Krashen, 2004). In a contrasting trajectory, a child who does not engage in reading has limited exposure to a wide vocabulary (Cunningham & Stanovich, 1997) and a gap in knowledge ensues that adversely impacts literacy into adulthood (Hodgkinson, 1995; Neuman & Celano, 2006). This quasi-experimental study examined the impact of readily accessible books on students' motivation to read, attitudes towards reading and reading achievement when students are provided daily opportunities to read self-selected materials provided through a book flood. Book floods are designed to provide a large number of books to a classroom with limited books. Thirty-eight fourth grade students from two intact classrooms were assigned as the treatment (n=19) and the control group (n=19). Participants in both the control and treatment group were administered pre- and post-test to measure reading motivation and attitudes towards reading. Participants' scores from the district mandated assessment were used to measure pre- and post-treatment reading achievement. The fourth-graders in the treatment group were provided 15-minutes daily to read self-selected books from the book flood. Participants in the treatment group recorded and rated the self-selected books in reading logs for a 12-week period. ANCOVA was conducted to compare post-tests results on the Elementary Reading Attitude Survey (M. McKenna & Kear, 1990), the Self-Regulation Questionnaire-Reading Motivation (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012), and the Northwest Evaluation Association Measures of Academic Progress (NWEA, 2003). Analyses of the data indicate significant differences between the control and treatment group on post-test results for recreational autonomous and academic autonomous reading motivation but not on post-test results for attitudes towards recreational and academic reading. Correlation relationships and other descriptive findings are discussed.
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 Engagement in Reading and Access to Print written by Zainab A. Allaith and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students' reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students' habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149385
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Time on Task During Independent Reading written by Kelli Newman and published by . This book was released on 2013 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Independent reading within the classroom literacy block is an important aspect of learning to read and may be effective if the time is used well. With the introduction of new literacies due to access to e-readers, iPods, iPads, tablets and books on computers, independent reading is changing. The purpose of this study was to examine time-on-task during independent reading time in a second grade classroom with paper books compared to time-on-task with e-readers. Students were given a pre and post-study reading attitude survey. Students were observed during independent reading during their regular classroom literacy block while reading paper books. iPads were later introduced as an option for reading during this independent time. A comparison of the results indicated that student's time-on-task did not increase with the iPads, however, the time spent reading increased. While students may be engaged with the features available on e-readers, there needs to be more research to determine the effects, positive or negative, on literacy learning. Further research was conducted in a third grade class to determine if student accountability for their independent reading time would increase their time-on-task. Overall the students in this group were on task. Appropriately-leveled reading material seemed to increase time-on-task more than the accountability requirement for these readers.
