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Dissertations / Theses on the topic 'Effect of reading on'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Hann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.

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Teaching & Learning
Ed.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
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2

Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.

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This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
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3

Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.
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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3392.

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Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3405.

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6

Corbett, Renee R. "Effect of a parent reading intervention on elementary-aged children's reading fluency." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002453.

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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.

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This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention ended. The effects of the intervention were evaluated using a multiple baseline across participants design. Reading fluency was measured using Curriculum-Based Measurement of reading fluency (CBM-R) Results showed that three students had decreasing trends during baseline, but showed increases in reading fluency scores during the intervention and follow-up phases. A fourth student's scores during intervention and follow-up showed improvement over baseline scores, but with decreasing trends. The fifth student showed little change between baseline and intervention phases. Treatment integrity and social validity data also were collected. Integrity data indicated some variability in parents' implementation of the intervention, while social validity data revealed that parents and students liked the intervention program and found it helpful.
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Carr, Stephany Renee. "The Long-Term Effect of Reading Recovery on Fourth Grade Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7466.

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Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.
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Bowling, Christy Stewart. "The Effect of Two Reading Programs on First Grade Students' Reading Fluency." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/851.

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School districts struggle to achieve Adequate Yearly Progress (AYP) in reading in first grade. Nine percent of first grade students at the study site were not meeting state performance standards in the area of language arts. Specifically in the area of fluency, 38% of first grade students were not achieving AYP. Because of the close connection between oral fluency and early reading achievement, first grade students need to be more fluent to attain state standards. Based on LaBerge and Samuels theory of automaticity within reading fluency, the purpose of this study was to identify the impact of the Scholastic Guided Reading Program and Harcourt Trophies basal reading program on students reading fluency, as measured by the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS). Over eight months, the fluency levels of 129 first grade students were assessed three times. Repeated measures analysis of variance (ANOVA) showed a significant increase in the DIBELS gain scores between the pretest Fall Y2 Word Fluency (WF) scores in relation to the posttest Winter Y2 Oral Reading Fluency (ORF) scores for those students who received Scholastic Guided Reading instruction. Students who received Harcourt basal reading instruction gain scores showed a slight regression in fluency between the pretest Fall Y2 WF and the posttest Winter Y2 ORF. These results suggest that individual leveled reading instruction increases students' fluency skills. Improving reading fluency early is essential; students who become proficient readers have the ability to contribute and participatee in all areas of societal change.
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Romes, Beziat Tara Lynne. "THE TESTING EFFECT AND JUDGMENTS OF LEARNING: THEIR EFFECTS ON READING COMPREHENSION." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332772478.

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Wachtel, Donald J. "The effect of language reading fluency on music reading : note identification and musical performance /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136090521&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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12

Retorta, Miriam Sester. "The effect of test method on reading strategies." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24394.

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13

Peters, Rochelle. "The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279001/.

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This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
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Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.

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This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation.

Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation’s AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval.

Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading.

The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.

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Flamion, Olga Elena. "The Effect of Reciprocal Mapping on Third-Grade Students’ Reading Comprehension Achievement and Reading Attitude." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3891.

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Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Snow, Science and Technology, and States, 2002). For many students, there is a decrease in reading achievement as early as fourth grade as a result of increased demands in complexity of intermediate text (Williams et al., 2005). Reading attitude is “a system of feelings related to reading which causes the learner to approach or avoid a reading situation” (Fishbein & Ajzen, 1975, p. 1). McKenna, Kear, and Ellsworth (1995) found that attitude towards reading grew increasingly negative as students moved from first to sixth grade. In addition, the Common Core Standards requirement on students to read and write from informational text has made an even greater demand on teachers to improve reading comprehension. The study aimed to advance the research on the impact of reading strategy instruction towards reading comprehension and reading attitude. Reading strategies are deliberate attempts to modify the reader’s efforts to construct meaning of text. The current quasi-experimental study investigated the effect of the Reciprocal Mapping (Fine, 2004) approach on third-grade students’ reading comprehension achievement and reading attitude. Reciprocal Mapping (Fine, 2004) is an integrated reading/writing strategy, using visual representation to make concrete the process of examining the text structure of science informational text. The theoretical framework for the proposed study stems from a sociocultural perspective. This perspective incorporates readers’ backgrounds while developing their cognitive strategies and metacognitive skills for comprehending text. The investigator developed a pretest/posttest comparison group quasi-experimental design. The study’s independent variable was group membership, with the dependent variables being reading comprehension achievement and reading attitude. An ANCOVA indicated that there was a significant difference for overall reading comprehension between the two groups on the basis of the post reading test scores when controlling for the pre-test scores. However, when analyzing for reading attitude, there was not a significant difference for overall reading attitude. The findings suggest that standards-based instruction on science informational text with the Reciprocal Mapping (Fine, 2004) approach was an effective method for increasing third-grade students’ reading comprehension.
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Miller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis.
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Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

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Prater, Amanda N. "The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572.

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Angus, Claudia Lynne. "The effect of written word work using word boxes on the decoding fluency of young at-risk readers." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/c_angus_040607.pdf.

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Bogle, Leonard R. Ashby Dianne E. "Technology, instructional change, and the effect on reading achievement." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995662.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dianne Ashby (chair), Jeffrey Hecht, Rodney Riegle, Glenn Schlichting. Includes bibliographical references (leaves 98-107) and abstract. Also available in print.
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Lo, Chi-kin Wilson, and 盧智健. "The effect of phonological input on L2 reading comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29519524.

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Subbaram, Venkiteshwar Manoj. "Effect of display and text parameters on reading performance." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089408221.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 275 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 July 12.
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Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.

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This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.
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Alhussein, Ahmed. "The effect of printed word attributes on Arabic reading." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/124619/.

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Printed Arabic texts usually contain no short vowels and therefore a single letter string can often be associated with two or more distinct pronunciations and meanings. The high level of homography is believed to present difficulties for the skilled reader. However, this is the first study to gather empirical evidence on what readers know about the different words that can be associated with each homograph. There are few studies of the effects of psycholinguistic variables on Arabic word naming and lexical decision. The present work therefore involved the creation of a database of 1,474 unvowelised letter strings, which was used to undertake four studies. The first study presented lists of unvowelised letter strings and asked participants to produce the one or more word forms (with short vowels) evoked by each target. Responses to 1,474 items were recorded from 445 adult speakers of Arabic. The number of different vowelised forms associated with each letter string and the percentage agreement were calculated. The second study collected subjective Age-of-Acquisition ratings from 89 different participants for the agreed vowelised form of each letter string. The third study asked 38 participants to produce pronunciation responses to 1,474 letter strings. Finally, 40 different participants were asked to produce lexical decisions to 1,352 letter strings and 1,352 matched non-word letter strings. Mixed-effects models showed that orthographic frequency, Age-of-Acquisition and name agreement influenced word naming, while lexical decision was not affected by name agreement. Findings indicate that lexical decision in Arabic requires recognition of a basic shared morphemic structure, whereas word naming requires identification of a unique phonological representation. It takes longer to name a word when there are more possible pronunciations. The Age-of-Acquisition effect is consistent with a developmental theory of reading.
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Hsia, Yun-Chung. "Investigation of finger-reading effect and tactile relief recognition." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/24721.

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This thesis considers the claim that people with appropriate training can discriminate between different printed materials even when they do not look at them, by using their finger-tips instead of their eyes to perceive what is on the paper. This is known as ‘finger-reading ability’. Four stages were proposed to develop a well controlled paradigm of finger-reading training using stringent controls. The first experiment conducted was designed to determine the limits of tactile relief recognition. It is about to what extent are people able to recognise printed characters through the medium of touch. The study, in particular, examined the extent to which characters on a sheet of paper must be elevated above the plane of the paper in order for them to be recognisable by touch. Six elevations (0.05mm, 0.1mm, 0.2mm, 0.3mm, 0.4mm, 0.5mm) of eight digits recognition tasks were presented to 24 children and 24 adults. The performance of recognising eight digits with all six elevations was significantly lower in the child group compared to the adult group. Poorer tactile relief acuity in children may represent an immature tactile mechanism. In the second experiment, eighteen children aged 7 to 12 were tested individually and asked to determine the identity of a target by means of directly touching a flat two-digit number varying between four different colours on paper, using a newly developed finger-reading training paradigm. Questionnaires measured participants’ mental imagery, paranormal beliefs and tactual experience. It was predicted that a quarter of the child participants, after finger-reading for eight hours, would demonstrate finger-reading ability. Overall, no significant results were found. The third experiment included three phases, a selection study, a confirmation study and a training study, in the hope to select possibly talented participants; 1,771 participants aged from six to thirteen joined in this experiment which failed in its objective of selecting potential children to acquire finger-reading ability.
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Birmingham, Kellie Sue. "The effect of sustained silent reading on high school student’s lexile scores and attitudes toward reading." Thesis, Wichita State University, 2006. http://hdl.handle.net/10057/254.

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This research attempted to find the relationship between the consistent practice of Sustained Silent Reading (SSR) and a student’s lexile score. Two English I classes in an urban high school completed surveys that focused on a student’s attitude toward recreational and school reading. The Scholastic Reading Inventory (SRI) provided the two English I classes a lexile score. Class A practiced SSR three days a week, while Class B did not. After the research period of twelve weeks, the two English I classes were given post-surveys similar to the pre-surveys and the SRI. The post-surveys from Class A were compared to the post-surveys from Class B. The post-SRI scores of Class A were compared to the post-SRI scores of Class B. Any changes or shifts in student attitude were measured. The hypothesis was found plausible. Significant differences were found in both the survey and SRI data. Class A had higher SRI scores than Class B. Additionally Class A had a better overall attitude toward reading than Class B.
by Kellie Sue Birmingham.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
Includes bibliographic references (leaves 34-37).
"May 2006."
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Birmingham, Kellie Sue. "The effect of sustained silent reading on high school student's lexile scores and attitudes toward reading /." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t045.pdf.

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Spencer, Tina Rae. "A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934579.

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The purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn.

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Hill, James Carroll. "Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97829.

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The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters.
Doctor of Philosophy
This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.
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Campbell, Karla J. "The effect of Read 180 on 7th grade students at WEBB Middle School." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009campbellk.pdf.

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Serino, Lisa. "The Effect of Repeated Reading with Middle School Students with Visual Impairments." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194701.

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This study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.
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Foust, Curt Darwin. "Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?" Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1287511502.

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MacConnell, Kristen Lynn. "The effect of phonic redundancy in text on increasing the reading fluency of second grade students at risk for reading disabilities /." view abstract or download file of text, 2006. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190532.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 135-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.

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CITE/Language Arts
Ed.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
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Grindlay, Benjamin James William. "Missing the point : the effect of punctuation on reading performance." Title page, abstract and contents only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg866.pdf.

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Ireland, Julie D. "The effect of reading performance on high school science achievement." Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.

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This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++
study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
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MATTHEWS, MEGHAN. "AN EXAMINATION OF THE EFFECT OF PROSODY ON READING COMPREHENSION." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190709.

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Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.

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Sperring, Rachael. "Magnocellular processing and reading ability : the effect of test sensitivity." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603524.

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Research into reading difficulties is continuously evolving, with a plethora of suggested causes. Lovegrove, Heddle, and Slaghuis (1980) suggested that one such cause was an abnormality of the visual magnocellular system which can result in visual confusion in some people with reading difficulties. However, failure to replicate findings have led some to disregard the theory (Skottun, 2000). This controversy can in part be attributable to the range of processing levels within the visual system and the range of parameter levels that have been used by studies assessing magnocellular function. Consequently the aim of this research was to investigate the relationship between mag nocellular function and reading ability at varying levels of the visual system, under systematic variations in parameter levels and with varying methods of assessment, to identify the test that produces the most sensitive relationship between reading ability and magnocellular function in children. An investigation into Random Dot Kinematogram (RDK) parameter levels in Studies 1 and 2 found that an integration time threshold with a dot speed of 20• /s and a contrast of 4% accounted for the largest variance in reading ability. In Study 3, a comparison between RDK thresholds and the Frequency Doubling Illusion showed that both tests accounted for 8% of the variance in reading ability; however this was not significant after accounting for cognitive ability. Study 4 assessed fixation stability and RDK thresholds and found that neither accounted for signincant variance in reading ability. Since participants in Study 2 had completed 14 threshold trials compared to 2 in Study 3 and 4, it was concluded that an RDK measuring integration time employing a dot speed of 20◦ /s and a contrast of 4% and with extensive practice was the most sensitive measure. However the level of practice needed meant this could not be considered a "gold standard" test .
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Davidsen, Deborah. "Effect of Differentiated Instruction on Reading Comprehension of Third Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5848.

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The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.
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Nordahl, Sanna. "Animations Effect on Reading Comprehension in Web-based User Interfaces." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189602.

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When it comes to web-based user interfaces and web design, one of today’s trends is to use informative and storytelling animations. They can be used as tools for communication, simplifying the interaction, or guiding the user’s attention. However, those animations used in a web- based user interface can slow down the interaction and the user flow and become a distraction for the user. Three popular informative and storytelling animations that are used in web design are: background video, animated slideshows, and parallax scrolling. In order to understand what effect these informative animations have on the users’ reading comprehension on websites — four prototypes were created in Adobe Muse. A user study in form of an A/ B testing followed by a questionnaire were conducted, showing that the three different animations affected the reading comprehension negative. While they at the same time also brought an entertaining feeling to the user experience (UX).
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Rose, Kristen. "The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

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Knebel, Sarah Ann. "The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739.

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Hobson, Dianne S. "The effect of peer interaction in a recreational reading program on the reading attitudes of fourth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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45

Yeh, Chai-hua, and 葉佳樺. "The Effect of Reading Strategy Prompting Module on Student’s Reading Comprehension." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/34331891403303669316.

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碩士
國立臺南大學
資訊教育研究所碩士班
94
The main purposes of this study are explored the effects of reading comprehension system plus prompting module on elementary students’ reading comprehension and strategies application. The subjects were divided into two groups, high and low degree of reading comprehension. Before the experiment, the subjects took an A-test of reading comprehension, and filled out a scale of reading comprehension strategy. After, they took a B-test of reading comprehension application, and filled out a scale of reading comprehension strategy application. The obtained data were analyzed by two-way design ANCOVAs to test the effect of the prompting module. The findings are as follows: the prompting modules are effects on reading comprehension in low-degree of reading comprehension, and the modules are effects on reading strategies application.
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Wu, Su-Ching, and 吳素卿. "The Effect of Shared Reading on Reading Comprehension of First-Graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78655988388577916131.

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碩士
玄奘大學
應用外語學系碩士班
102
This study investigated the effect of shared reading on reading comprehension of first-year elementary school students. The research period spanned 14 weeks, and the participants were 52 students from two first-year classes instructed by the author. One class was assigned to be the experimental group and given the shared reading instruction. The other class was assigned to be the control group and given the general reading instruction. Students were required to take the pre-test and post-test before and after the shared reading instruction. The main findings were as follows: 1. The approach of shared reading activity increased the reading motivation among the first-year students. 2. This approach significantly improved the reading comprehension ability of the first-year students. 3. This approach also helped the author improve her teaching abilities, reflect and grow conceptually. Finally, based on research conclusions, this study proposed some concrete suggestions regarding to implementation of reading instruction on first-graders to future researchers.
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CHANG, CHIA-CHI, and 張佳琪. "Action research in the effect of multiple reading to young children’s reading motivation and reading behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/17530792985944568932.

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碩士
國立屏東大學
教育學系碩士班
104
The purpose of the study is to discuss the influence of Multi-reading activities to young children’s reading motivation acts. By implementing pluralism reading activities, in the kindergarten to study preschool the influence on young children’s reading motivation and Behavior. An object of study this is two preschool chosen form the researcher’s classes for observation. The method is action research. The method to carry out is implementing in class.The reading activity be implemented are as follows: storytelling theater, parent-child reading, electronic picture book reading activity. During the implementation, by analyzing the records of observation of children’s behavior, parent interview, and children learning sheet.The study results can be used for: 1.Developing appropriate program of reading activities to improve children’s reading motivation and behavior. 2.Multiple reading activities can enhance children's reading motivation 3.Multiple reading activities help improve children's reading behavior 4.Different types of reading activities to young children differ impact (A) Storytelling theater cause the most effect to children’s reading motivation and behavior. (B) Support from parents help to improving children’s reading motivation and behavior (C) electronic picture book is most likely to cause children's reading motivation 5.Appropriate parent-child reading to foster children's interest in reading Finally, according to study results showed that the conclusions put forward Recommendations for future teaching and reference for further research.
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Yu, Shu-Hui, and 余淑慧. "The Effect of Collaborative Strategic Reading on Reading Comprehension of 6th Graders." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/37146885023039256379.

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碩士
國立臺北教育大學
課程與教學研究所
102
This study aimed to investigate the effects of Cooperative Strategic Reading (CSR) and reading abilities on sixth graders’ reading comprehension and reading attitude. The participants were 34 sixth-grader students from an elementary school in New Taipei City. A quasi-experimental design was applied for a period of eight weeks, each with 3 sessions. During the experimental period, the experimental group recieved the instruction of CSR, while the control group received direct instruction. The dependent variables were students’ scores on reading comprehension and reading attitude. In this study, ANOVA and t-tests, along with qualitative analysis of students’ learning journals, were used for data analysis. The results showed that: 1. The CSR could enhance reading comprehension of sixth-grade students. 2. Students with lower reading abilities could benefit more from the CSR compared with students with higher reading abilities. 3. After receiving the CSR, students showed more improvement in Level 3 of reading comprehension, which was interpreting and integrating ideas and information, than in Levels 1 and 2. 4. The CSR could enhance reading attitude of sixth-grade students.
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Wu, Yung-Lan, and 吳詠蘭. "The Effect of Dialogic Reading and Audio Book Reading on Kindergarten Children’s Listening Vocabulary and Reading Behaviors." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97669472738041189679.

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碩士
國立新竹教育大學
語文學系碩士班
95
Abstract The purpose of this study is to investigate the effect of children’s listening vocabulary and reading behaviors under two different methods of reading instruction, namely, the “dialogic reading” method and the “audio book reading” method. This research adopted quasi-experiment method and 58 kindergarteners from a public kindergarten in Taichung area were sampled to participate in this study. These children were divided into two groups and instructed by using dialogic reading and audio book reading method separately. The instruction time and data collection started from the beginning of March to the end of May in 2006. The data was collected and analyzed by means of ANCOVA, t-test or ANOVA. Daily teaching logs and interviews were also recorded and quantified for further investigation. The research findings are as follows: 1.Children who were instructed under the dialogic reading method are doing better in Peabody Picture Vocabulary Test-Revised test than those audio book reading group. 2.In comparison with audio reading, dialogic reading method facilitates a better reading behavior of kindergarten children in the reading corner. 3.In terms of family background, the factors of “mother’s education”, “primary caretaker’s education”, “tutors”, “primary caretaker’s main language”, “language used at home”, and “self reading” showed discrepancy between two groups of children. According to the results, the suggestions are proposed to the parents, the teachers, and for future studies. 1.The parents and the teachers should actively offer the vocabulary of the dialogue and participate in children’s reading process. 2.The teachers should break up the traditional story telling strategy for reading instruction, and develop the skills of dialogic reading so to promote children’s reading ability and interests. 3.Teachers and parents need to utilize the resources of the public libraries more often, and they can create a warm and opening reading environment both in school and at home. By doing this they will increase the emergence of early reading experiences for the children. Key words: dialogic reading, audio book reading, listening vocabulary, reading behaviors of children
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Reeder, Gail M. "Effect of booktalks on adolescent reading attitudes." 1991. http://books.google.com/books?id=0VjhAAAAMAAJ.

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Thesis (Ph. D.)--University of Nebraska (Lincoln Campus), 1991.
eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 99-110).
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