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The Impact of a Book Flood on Readin...

Andrews, Sherry Marie.

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The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students./
作者:	Andrews, Sherry Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	349 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10262476
ISBN:	9781369879049

The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students.
Andrews, Sherry Marie.

The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 349 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Oakland University, 2017.

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).

ISBN: 9781369879049Subjects--Topical Terms:

516579
Education.

The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students.
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245 1 4 $a The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Linda M. Pavonetti.
502 $a Thesis (Ph.D.)--Oakland University, 2017.
520 $a 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).
520 $a 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.
520 $a 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.
520 $a 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.
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