The Influence of Differing the Paths to an Incentive on Third Graders’ Reading Achievement and Attitudes

Fawson, Parker C.; Reutzel, D. Ray; Read, Sylvia; Smith, John A.; Moore, Susan

doi:10.1080/02702710902753954

Cited by 6 publications

(6 citation statements)

References 28 publications

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“…Because students are provided with a selection of appropriately leveled texts from which they can choose stories that most interest them (Fawson, Reutzel, Read, Smith, & Moore, 2009; Swan, Coddington, & Guthrie, 2010). In addition, students who read widely learn more vocabulary word meanings through reading and increase their abilities to manage and comprehend a variety of text structures and genres (Cunningham & Allington, 2010; Pressley, 2002).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Reutzel

Petscher

Spichtig

2012

The Journal of Educational Research

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The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores.

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Section: Discussionmentioning

confidence: 99%

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Reutzel

Petscher

Spichtig

2012

The Journal of Educational Research

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“…The relationship between students' attitudes towards reading and their achievement in reading comprehension has been discussed in the literature (Conlon et al, 2006; Diamond & Onwuegbuzie, 2001; Fawson et al, 2009; Issa et al, 2012; Keskin, 2013; Kusdemir Kayiran & Karabay, 2012; Kush et al, 2005; Martínez et al, 2008; McKenna et al, 1995; Sainsbury, 2004; Seitz, 2010). These studies highlighted the connection between reading attitude and achievement in reading comprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some factors could lead to lower reading competencies among students in English as a foreign language (EFL). Among these are the attitudes students hold towards reading EFL texts (Conlon et al, 2006; Diamond & Onwuegbuzie, 2001; Fawson et al, 2009; Issa et al, 2012; Keskin, 2013; Kusdemir Kayiran & Karabay, 2012; Kush et al, 2005; Martínez et al, 2008; McKenna et al, 1995; Sainsbury, 2004; Seitz, 2010). Brown (2000) asserted that attitude is based on one's own experience, the perceptions of others, and the culture someone belongs to.…”

Section: Introductionmentioning

confidence: 99%

The impact of English reading attitude on students' achievement at a health science university

Althewini

Roomy

2023

Review of Education

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Reading occupies a prominent place in teaching English as a foreign language (EFL) as students learn best by engaging with written materials. Positive reading attitudes are believed to affect students' present and future academic success. The aim of this study is to investigate the impact of English reading attitudes on students' achievement. A total of 267 first‐year Saudi health science university students were selected to participate in this study during the academic year 2021/2022. The study followed a simple random sampling technique where every students has an equal chance to participate. Two data sources were used: a reading attitude questionnaire administered to students and their cumulative GPA. The questionnaire was adopted from Yamashita (2007) and consisted of 22 items covering five categories: comfort, anxiety, intellectual value, practical value and linguistic value. The study revealed that students were clearly less comfortable and more anxious about reading in English. This had a negative impact on their achievements, especially on the three English courses they had to take that year. The study concluded with some pedagogical implications and recommendations for further research.

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“…There are many ways to refer to the tools used by schools and school libraries to promote reading. These terms include but are not limited to reading incentive programs (Fawson, Reutzel, Read, Smith, & Moore, 2009;Small et al, 2009), summer reading programs (Lu & Gordon, 2008), recreational reading programs (Ontario Library Association, 2017), and specific examples such as book clubs (Whittingham & Huffman, 2009).…”

Section: Review Of the Literature Reading Incentives And Motivationmentioning

confidence: 99%

“…Despite the proliferation of terms, the "professional literature provides limited systemic evaluation of reading incentives" (Kohn, 1993;McQuillan, 1997) and "investigations of reading incentive programs should be extended in order to obtain more insight into how these efforts impact students' literacy engagement". There are only a few research studies on reading incentive programs (Bang-Jensen, 2010;Fawson et al, 2009;Lu & Gordon, 2008;Small et al, 2009).…”

Section: Review Of the Literature Reading Incentives And Motivationmentioning

confidence: 99%

Reading Between the Lines: Motivation Lessons Learned from the Forest of Reading in Ontario

Maliszewski¹,

Soleas²

2021

slw

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Readers’ choice programs have the potential to spark a lifelong love of reading. However, the motivation for student participation in these programs and their impact on student reading are understudied. This mixed method study combines interviews and questionnaires to illustrate the factors at play in a large Canadian readers’ choice program, the Forest of Reading. Our findings highlight the role of librarybased programs in building intrinsic motivation through love of reading, the role of extrinsic motivation in building autonomous motivation, and the extent to which large readers’ choice programs promote student reading.

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The Influence of Differing the Paths to an Incentive on Third Graders’ Reading Achievement and Attitudes

Cited by 6 publications

References 28 publications

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

The impact of English reading attitude on students' achievement at a health science university

Reading Between the Lines: Motivation Lessons Learned from the Forest of Reading in Ontario

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