Reading Motivation and Achievement in 5th Grade Students
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Date
2013-05
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Masters of Education
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Abstract
The purpose of this study was to examine the impact of reading incentive programs in a 5th grade
classroom on reading and reading achievement. It was hypothesized that students in a 5th grade
Language Arts class who were given an opportunity to participate in a reading incentive
program would not show improvement in reading comprehension and reading motivation when
compared to a control group that received no reading incentive program. The study used a
quasiexperimental design and took place over a three-month time period. A pretest/posttest
model was used to determine the effectiveness of the reading incentive/motivation program. The
findings from this study indicated no statistically significant results, and therefore the null
hypothesis that there would be no difference in AR points or STARS instructional placement
level was retained.