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dc.contributor.authorOrrico, Rachel
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2017-12-13T15:53:45Z
dc.date.available2017-12-13T15:53:45Z
dc.date.issued2017-12-12
dc.description.abstractThe purpose of this study was to determine if student-selected texts would effect the motivation for students to read independently. This study utilized a quasi-experimental design with a pre-survey. The twenty-six students who participated in this study were members of a the grade class in suburban Maryland during the 2017-2018 school year. The study hypothesized that the self-selection of books and use of Good Fit Book Boxes would not have a statistically significant effect on student motivation to read. The results of this study showed no statistical significance for the first four weeks of the study; however, by the fifth week there was a statistically significant decrease in the number of student-recorded pages read. Observations made during this intervention as well as students’ self-assessment of reading are discussed in Chapters II, IV and V.en_US
dc.format.extent30 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M20V89J7K
dc.identifier.urihttp://hdl.handle.net/11603/7478
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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.
dc.subjectReading Intervention Programen_US
dc.subjectmotivationen_US
dc.subjectself selected texten_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Self-Selected Text on Student Motivation to Readen_US
dc.typeTexten_US


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