Browsing by Subject "Reading (Elementary)"
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Item The Effects of Reading Ability on Mathematics Achievement(2010-05) Oliva, Jessica M.; Masters of EducationThe purpose of this study was to explore the possibility that reading ability, specifically math reading ability, affects mathematics achievement among elementary school students, specifically fourth graders, with varying levels of reading achievement. The experimental group consisted of one classroom differentiated into three small groups of students leveled by reading ability. The intervention used was the Thinking Maps flow map approach to problem solving. The measurement tool used was the Anne Arundel County Public School topic tests and benchmark assessments. This study involved the use of a pretest/posttest design to compare data from before the implementation of the intervention (September - February, 2009) to data from after the intervention was complete (March 26, 2010). Achievement gains were noteworthy, though there was no statistical significance found. In addition, results could be attributable to a number of intervening factors. Further research would be beneficial to determine the true success of this approach to problem solving and expand on the results in this study.Item The Impact of Just-Right Book Selection Instruction on the Reading Motivation of Fourth Grade Students(2010-05) Corsones, Deanna R.; Masters of EducationThe purpose of this study was to explore the factors affecting reading motivation and to implement a teaching tool that would improve reading motivation in fourth grade students at a targeted Title I school. This study used a quasi-experimental design to compare the effects on reading motivation of targeted Title I fourth grade students who participated in the implementation of BOOKMATCH with the reading motivation of students in the control group receiving general reading instruction. The Motivation to Read Profile was used to gather pre and post-test data for both groups. The study began in February 2010 and concluded in March 2010. The results of the pre-test taken in February were compared to the results of the post-test taken in March. The results of this study supported that instruction of BOOKMATCH would not significantly increase reading motivation in fourth grade students. The difference between the two groups at the time of the post test was not significant enough to reject the null hypothesis; therefore, the null is true. There were several indications that the intervention group did show a positive change in reading motivation. Intervention student responses on both subscales increased from pre- to post-test and the examiner observed more positive attitudes towards reading independently and sharing what they read. Timing and strength of the reading motivation survey need to be considered in future research. It is crucial for future research to determine which types of instruction would be most beneficial to improve reading motivation in students so that they become proficient, life-long readers.Item QAR and its Effect on the Reading Comprehension Performance of Fourth Grade Students(2009-07) Kucera, Jennifer J.; Masters of EducationThe purpose of this study was to examine the effectiveness of the reading strategy, Question- Answer-Relationship (QAR) in its ability to improve the reading comprehension scores of fourth grade students on the Anne Arundel County Public Schools Reading and Language Arts Benchmark exams. The results of this study indicate that QAR did not have a significant impact on reading achievement. Further research is needed to determine if this strategy would be more beneficial for students with different needs.