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dc.contributor.advisorPollack, Hilary
dc.contributor.authorJohnson, Paula
dc.date.accessioned2014-01-29T21:06:35Z
dc.date.available2014-01-29T21:06:35Z
dc.date.issued2014-01-21
dc.identifier.urihttp://digital.library.wisc.edu/1793/68129
dc.descriptionPlan B Paper. 2014. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 36 leaves. Includes bibliographical references (leaves 35-36).en
dc.description.abstractReluctant readers are readers who lack motivational skills and drive to read. This study tracked a group of students that was handpicked by their teachers for a small group interaction reading time with vocabulary and comprehension skills including a reading journal to assess the effect of interventions on motivation to read. Participants were able to develop motivation to read and use their skills to gain further success and positive attitudes in reading. The participants were followed and researched during two consecutive school years to create a clear picture of increased motivation levels for reluctant readers. Reading attitude inventories were the start of assessing and understanding the level of reluctance of reading. The students, as well as their parents, filled out the attitude inventory which gave a clear picture of how the participant viewed reading, as well as, how their parents felt the participant approached reading. When all attitude inventories and reading assessments were completed at the beginning and the end of the research there was a clear change in scores. As reading motivation increased, so did the increase in reading assessment scores.en
dc.language.isoen_USen
dc.subject.lcshReading--Remedial teaching
dc.subject.lcshDevelopmental reading
dc.titleEffective reading strategies to engage reluctant readersen
dc.typeThesisen
thesis.degree.levelMSEen
thesis.degree.disciplineReadingen


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