Attention and Reading Achievement
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Date
2009-12
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Program
Masters of Education
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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
This study examines the cause and effect relationship between attention and reading
achievement. The study design relies on a correlational research process. Two sets of data were
collected on the same group of students; the data collected was on student attention and reading
achievement. The hypothesis is null the relationship between behavior management strategies
and attention strategies for reading achievement, is supported by the study. There is no
significant difference for all the areas tested; except for negative behavior which decreased
significantly. The correlation test between negative and positive behavior and between reading
error and reading time showed no significant difference either.