Date

4-2012

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kathie M Morgan

Primary Subject Area

Education, General; Education, Reading; Education, Elementary; Education, Tests and Measurements

Keywords

Elementary Reading Attitude Survey, fluency, Measures of Academic Progress, repeated reading

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Liberal Studies

Abstract

This study investigated the effects of a reading strategy, repeated readings, on third grade students' reading achievement and attitudes. One hundred sixteen third grade students as members of six classrooms in one elementary school participated in this 10 week study. Using a quasi-experimental pretest posttest design, students' mean reading scores and mean reading attitude scores were evaluated. The Measures of Academic Progress test was used to collect data on students' reading achievement (Northwest Evaluation Association, 2009), and student attitudes toward reading were measured by the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990). Data was analyzed using analysis of covariance (ANCOVA) to determine if there was a statistically significant difference between observed differences in mean scores of treatment and control groups. No significant differences were found for students receiving the repeated readings intervention compared to students who did not receive treatment. Additionally, data analysis from the ERAS revealed no significant differences in students' mean attitude reading scores between the control and experimental groups.

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