Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jillian L. Wendt

Keywords

skstanley@liberty.edu

Disciplines

Education

Abstract

The purpose of this dissertation is to conduct a quantitative, quasi-experimental, causal-comparative study to measure the impact of mirror books on high school sophomores’ attitudes toward reading. This study responds to a need identified by educational researchers that the link between motivation and reading be methodically examined. This research study had 43 tenth-grade students in the treatment group and 31 in the control group, for a total of 73 out of 432 sophomore students composing a convenience sample. Groups were determined by their placement in their ELA course by the course generator used at the public high school. The participating high school had a high minority population, many of whom came from low-socioeconomic homes. The instrument of measurement, the Survey of Adolescents’ Reading Attitude , consists of 18 survey questions on a six-point Likert scale with a has full scale coefficient of .96. Data was collected through the administration the SARA as a pre- and post-test to study participants. The treatment consisted of 15 minutes of sustained silent reading with the experimental group (A) reading mirror books and the control group (B) reading library circulation books that were not mirror books. The numerical data generated by the survey was analyzed using a one-way analysis of covariance which was used to test the null hypothesis. The null hypothesis was not rejected. The recommendation of this study is that this statistical study be followed up with a qualitative study to provide a more comprehensive insight into the study participants' attitudes toward reading.

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