The Effects of Self-Selected Reading on the Reading Comprehension Level of Children of Poverty in an Eleventh Grade Classroom
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2014-12
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether monitored, self-selected reading would affect the reading achievement of 11th grade children of poverty. The measurement tool was the reading comprehension portion of the Accuplacer Test taken online. This study was a quasi-experimental design that involved the use of a pretest/posttest strategy to compare data over an eight-week period of intervention. Achievement gains were significant, although other factors may have impacted the results. More research into implementing this low-cost intervention for students of poverty should be investigated as the need to prepare students for the rigors of college becomes more important as more and more jobs are now requiring higher levels of education.