The relationship between a collaborative reading-writing project and second grade students' motivation
In a small, mixed method study, fifteen second grade students in one classroom in a low socioeconomic school were recruited to study their motivation in reading and writing and to see if their motivation improved with a collaborative reading-writing project. These fifteen children were given a pre-survey on their motivation to read and write to determine how they felt before the collaborative reading-writing project was started. As students completed their portion of the project, they were given the same survey questions as a post-evaluative tool. The researcher also interviewed students to get a more in-depth understanding on their feelings about reading and writing as well as their feelings about the collaborative project. Analysis of observations, pre- and post-surveys and interviews showed that the biggest motivation was the social interaction among students. The researcher hopes that through this analysis administrators can make positive changes in our schools and language arts curriculums.
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Bachelor of Science (B.S.)
College of Education
Dissertations, Academic -- Education;Education -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
McCarthy, Erin Marie, "The relationship between a collaborative reading-writing project and second grade students' motivation" (2007). HIM 1990-2015. 700.