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Full-Text Articles in Education
The Effects Of Accelerated Reader (Ar) As An Extrinsic Motivation Tool For Improving Gifted Students’ Reading Levels, Clay Brindger
The Effects Of Accelerated Reader (Ar) As An Extrinsic Motivation Tool For Improving Gifted Students’ Reading Levels, Clay Brindger
The Corinthian
The purpose of this study is to examine the effects of extrinsic motivation provided through an Accelerated Reading program (AR) on gifted students’ reading levels as indicated by a voluntary test. Fifty-six gifted students enrolled at two middle schools located in central Georgia participated in this study. Twenty of the students received extrinsic motivation through AR during this research. Thirty-four of them also read through the AR program, but without any additional extrinsic motivation. Their scores on the voluntary test indicate that the group who did not receive extrinsic motivation actually gained more between the pretest to the posttest than …
The Role Of The Teacher In Moving Students From Below Grade Level To Grade Level, Kathy Beck
The Role Of The Teacher In Moving Students From Below Grade Level To Grade Level, Kathy Beck
The Corinthian
The purpose of this study is to research some of the challenges that teachers face when teaching students who are reading below grade level. The study involved third grade students at Southwest Laurens Elementary School in Laurens County, Georgia. The study revealed that through the intense use of some basic reading strategies that students’ fluency, reading comprehension, and reading levels increased more than basic sight word recognition. The study recommends that teachers continue to spend time each day allowing students to read aloud individually to the teacher. The study further recommends that since it is difficult for one teacher to …
Activboard Instruction: Does It Increase Reading Skills?, Denita Hall
Activboard Instruction: Does It Increase Reading Skills?, Denita Hall
The Corinthian
The purpose of my research project was to involve students in interactive activities using the ActivBoard in order to guide practices that may lead to increased reading skills. My research project involved an ActivBoard group and a control group. Each group consisted of twenty second grade students in separate classes but taught at the same elementary school. The ActivBoard group engaged in active learning using guided practices incorporating the ActivBoard into the reading curriculum. Each group completed four pre- and posttest reading quizzes, two CRCT reading tests, and two STEEP reading fluency tests. I conducted this study over a two …
Incentives: The Effects On Reading Attitude And Reading Behaviors Of Third-Grade Students, Gayle M. Stanfield
Incentives: The Effects On Reading Attitude And Reading Behaviors Of Third-Grade Students, Gayle M. Stanfield
The Corinthian
The purpose of this study was to investigate whether third grade literacy students who receive incentive rewards as part of their instruction will exhibit significantly higher reading habits and attitudes toward recreational reading than they did before the incentives were introduced. The study examined 19 third grade students with fairly high intellectual abilities. The students were given an Elementary Reading Attitude Survey (ERAS) as a pre- and postmeasure. Weekly data were kept on the number of Accelerated Reader (AR) books read as well as scores on the AR tests. Baseline was student AR performance during the first four weeks of …
Parent-Assisted Reading Using A Paired Reading Model, Angela Howell
Parent-Assisted Reading Using A Paired Reading Model, Angela Howell
The Corinthian
The purpose of this study was to determine the effectiveness of parentassisted reading on reading comprehension. The study involved the use of the paired-reading model. The teacher made a short video of herself and each child implementing the model. Parents were given the video and a short list of instructions along with a reading log. The study lasted for the first six weeks of the school year. The researcher analyzed data from the students’ selection tests that accompany the basal reader using an interrupted timeseries design. The scores showed considerable variation with marked improvement on test five of six weekly …
Effects Of Fluency Instruction On Literacy Skills In The First Grade Classroom, Susan A. Buchanan
Effects Of Fluency Instruction On Literacy Skills In The First Grade Classroom, Susan A. Buchanan
The Corinthian
The effects of fluency intervention strategies on students’ fluency rate, comprehension, and word identification were the focus of this study. Both the experimental and control groups were first grade classes, taught by the same teacher, at a primary school in central Georgia. The study was conducted over a 15-week period. The results of the study were inconclusive. The Lexia Comprehensive Reading Test was used at the beginning and end of fall semester. While the experimental group showed expected progress in comprehension, fluency rate, and word identification, there was no statistical difference in the achievement of both groups. Both groups improved …
Effect Of Increased Academic Tone On Reading Achievement Of Sixth Grade Students With Disabilities, Brandi E. Walker
Effect Of Increased Academic Tone On Reading Achievement Of Sixth Grade Students With Disabilities, Brandi E. Walker
The Corinthian
This study investigated the effect of increased academic time on reading achievement of sixth grade students with varying mild disabilities (n=15) and compar~ their results to a control group (n=18). After receiving a year of intensive reading intervention, the experimental group scored better on the reading section of Georgia's Criterion Referenced Competency Test (M = 324, SD= 28) than the controls (M = 316, SD= 25). ANCOVA was statistically significant. The effect size was .33. The boys in the experimental group (M = 338, SD = 28) outscored the girls (M = 304, SD = 9). One way of increasing …
Effect Of A Balanced Literary Program In Kindergarten, Holly Parker
Effect Of A Balanced Literary Program In Kindergarten, Holly Parker
The Corinthian
The purpose of this study was to show the effect of a balanced reading instruction on kindergartners. The subjects were students from 10 kindergarten classes in 2 consecutive school years. This was a causal-comparative study with 129 students in the control group and 151 students in the experimental group. Both the control group and the experimental group were pretested in the the fall and posttested in the spring, using the Lexia Comprehensive Reading Test. The posttest mean of the experimental group (M = 28.0, SD = 10.3) was higher than the mean of the control group (M = 24.1, SD …
The Effects Of Lexia Phonics Based Reading Software On First Graders' Lexia Comprehensive Reading Scores, Paula Snider
The Effects Of Lexia Phonics Based Reading Software On First Graders' Lexia Comprehensive Reading Scores, Paula Snider
The Corinthian
The research conducted in this paper provides information about using computer software to remediate reading skills in first grade. The pre- and posttest is the Lexia Comprehensive Reading Test (2001). This research was conducted in a first grade classroom with 22 students of which half were in the experimental group. Students were matched using Lexia Comprehension Reading test scores and randomly divided into the two groups. The experimental group used the Lexia Phonics Based Reading Program (2004) for 30 minutes a day 3- 4 times a week to build upon individual needs. After one month, the posttest was administered. The …
Will Reduced Class Size Improve Reading Achievement?, Lisa Reeves
Will Reduced Class Size Improve Reading Achievement?, Lisa Reeves
The Corinthian
The purpose of this causal comparative study was to examine the effects of reduced class size on reading achievement for second grade students. It is hypothesized that there will be a significant gain in reading achievement for students in a reduced class setting. It is also thought that of those students, boys and minority students will show a considerable increase in their reading achievement. The experimental group receiving small group instruction (n = 82) while the control group (n = 88) from a previous year received reading instruction as a whole with all of their classmates. The procedure consisted of …