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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-語言資料,手稿 : 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.
面頁冊數:	1 online resource (349 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (349 pages)

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

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

Includes bibliographical references

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).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369879049Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Reading instruction. $3 1148440
650 4 $a Elementary education. $3 1148439
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710 2 $a Oakland University. $b Education. $3 1183540
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10262476 $z click for full text (PQDT)