Reading Motivation and Achievement in 5th Grade Students

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.