The Impact Of Access To Books On The Reading Motivation And Achievement Of Urban Elementary Students
Keywords
Elementary, reading motivation, reading achievement, urban education
Abstract
The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers’ demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
Notes
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Graduation Date
2012
Semester
Fall
Advisor
Hynes, Michael
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Degree Program
Education
Format
application/pdf
Identifier
CFE0004611
URL
http://purl.fcla.edu/fcla/etd/CFE0004611
Language
English
Release Date
December 2012
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic
STARS Citation
Spalding, Lee-Anne, "The Impact Of Access To Books On The Reading Motivation And Achievement Of Urban Elementary Students" (2012). Electronic Theses and Dissertations. 2428.
https://stars.library.ucf.edu/etd/2428
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