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Does Voluntary Reading Matter? The I...

Yeigh, Maika Jolene.

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Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement./
Author:	Yeigh, Maika Jolene.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3627612
ISBN:	9781321030150

Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement.
Yeigh, Maika Jolene.

Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement. - 132 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ed.D.)--Portland State University, 2014.

Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

ISBN: 9781321030150Subjects--Topical Terms:

1017790
Education, Reading.

Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement.
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100 1 $a Yeigh, Maika Jolene. $3 2099283
245 1 0 $a Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Susan J. Lenski.
502 $a Thesis (Ed.D.)--Portland State University, 2014.
520 $a Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.
590 $a School code: 0180.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Policy. $3 1669130
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Elementary. $3 516171
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710 2 $a Portland State University. $b Education. $3 2049819
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0180
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3627612