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dc.contributor.advisorDixon, Robert
dc.contributor.advisorWabaunsee, Susan
dc.contributor.advisorHeiden, Delores
dc.contributor.authorKruzicki, Heather
dc.date.accessioned2010-06-23T20:29:50Z
dc.date.available2010-06-23T20:29:50Z
dc.date.issued2009-12-15
dc.identifier.urihttp://digital.library.wisc.edu/1793/45124
dc.description.abstractWhile cross-age reading practices are often utilized in schools, there has been limited research on the effects of this commonly used practice. Research has focused on cross-age tutoring, in which older students are trained to work with younger students on reading activities. However, many teachers do not train older students prior to their participation in cross-age reading programs. The purpose of the current study was to examine if a cross-age reading program, in which older students are paired with younger students and asked to read (without training), would have a positive impact on reading attitudes. Forty-five 5th grade students participated in a cross-age reading program and their reading attitudes were assessed before and after their participation in the program. Home reading environment was also included as a factor. Results indicated there was no significant change in reading attitudes for older students who participated in the cross-age reading program. There were no significant main effects of participation or home reading environment, and no interaction effects. Older students should be trained prior to working with younger students in order for cross-age reading practices to be more effective. Further research is needed on cross-age reading practices to truly understand their value.en
dc.language.isoen_USen
dc.subjectReading (Elementary)en
dc.subjectSchool children -- Attitudesen
dc.titleEffects of cross-age reading on upper elementary students' attitudes toward readingen
dc.typeThesisen
thesis.degree.levelEd.Sen
thesis.degree.disciplineSchool Psychologyen


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