東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension./
Author:	Creighton, Maria Victoria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	117 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165839
ISBN:	9798426825994

Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension.
Creighton, Maria Victoria.

Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 117 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Brenau University, 2022.

This item must not be sold to any third party vendors.

According to the National Reading Panel's (2000) report, there was not enough evidence in previous reading research to recommend the instructional practice of having students spend classroom time reading independently. The 2019 National Assessment of Education Progress report, however, reported that more than half of fourth grade and eighth grade students are reading below their current grade levels. For this study, the researcher focused on the relationship of reading engagement and the time that students spent engaged in silent reading by using historical data entered by classroom teachers who had formally assessed their students' reading behaviors and understanding of books they read. The researcher aimed to examine the relationship between silent reading practices and students' reading engagement with students' reading performance. A linear regression was conducted to explore whether a correlation existed between student engagement and the time spent reading independently as it related to increased reading comprehension. Then, an analysis of variance was run to determine whether there was a difference between sample groups. The findings of the study showed that reading engagement had a statistically significant correlation to reading comprehension growth, while time spent reading did not. There was no significant difference in these findings among sample groups. The results of this study may potentially impact instructional practices by teacher leaders, school administrators, and classroom teachers as the district designs, develops, and implements the core reading curriculum by including authentic reading instruction that allows for students to choose the text that they are reading.

ISBN: 9798426825994Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Independent reading

Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension.
LDR:02915nmm a2200373 4500 001 2345776
005 20220613063816.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798426825994
035 $a (MiAaPQ)AAI29165839
035 $a AAI29165839
040 $a MiAaPQ $c MiAaPQ
100 1 $a Creighton, Maria Victoria. $3 3684780
245 1 0 $a Relationship of Reader Engagement, Time Spent Reading Independently with Reader Comprehension.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 117 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Cantu, Laura.
502 $a Thesis (Ed.D.)--Brenau University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a According to the National Reading Panel's (2000) report, there was not enough evidence in previous reading research to recommend the instructional practice of having students spend classroom time reading independently. The 2019 National Assessment of Education Progress report, however, reported that more than half of fourth grade and eighth grade students are reading below their current grade levels. For this study, the researcher focused on the relationship of reading engagement and the time that students spent engaged in silent reading by using historical data entered by classroom teachers who had formally assessed their students' reading behaviors and understanding of books they read. The researcher aimed to examine the relationship between silent reading practices and students' reading engagement with students' reading performance. A linear regression was conducted to explore whether a correlation existed between student engagement and the time spent reading independently as it related to increased reading comprehension. Then, an analysis of variance was run to determine whether there was a difference between sample groups. The findings of the study showed that reading engagement had a statistically significant correlation to reading comprehension growth, while time spent reading did not. There was no significant difference in these findings among sample groups. The results of this study may potentially impact instructional practices by teacher leaders, school administrators, and classroom teachers as the district designs, develops, and implements the core reading curriculum by including authentic reading instruction that allows for students to choose the text that they are reading.
590 $a School code: 1842.
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
653 $a Independent reading
653 $a Comprehension
653 $a Reading motivation and engagement
653 $a Sustained silent reading
653 $a Time spent reading
690 $a 0515
690 $a 0535
690 $a 0279
710 2 $a Brenau University. $b Early Childhood Education. $3 3285744
773 0 $t Dissertations Abstracts International $g 83-11A.
790 $a 1842
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165839