Increasing Reading Comprehension of Fourth-grade Language Arts Students
MetadataShow full item record
Type of Work28 pages
action research papers
ProgramMasters of Education
RightsThis work 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 firstname.lastname@example.org.
SubjectsReading (Elementary) -- Research
Education -- Research papers (Graduate).
The purpose of this study was to evaluate the effectiveness of student-led choice as a motivational strategy to aid in the increase of reading comprehension among average fourth-grade learners. The measurement tool used was assessments from “Units of Study for Teaching Reading” by Lucy Calkins (Calkins & Ehernworth, 2015). This study involved the use of a pre-and posttest design. The results of the pretest confirmed the groups did not differ to begin. The control group consisted of ten students who were not given a choice of selecting novels in small guided groups. The experimental group consisted of ten students who were all given the choice of novels in small group on two occasions during the unit. Students in both groups were of comparable level of reading comprehension based on Fountas and Pinnell levels, county-wide assessments, and the pretest results. The post test was given after reading two novels of their choice to determine the impact of the intervention. The experimental group had comparable scores to the control group. The implications and recommendations for future research are discussed. Further research is necessary to determine the most effective motivational strategies to increase reading comprehension.