A quantitative causal-comparative study of the effect of accelerated reading on elementary school students' reading achievement and motivation
NA (site), NA (city), Florida (FL)
From the abstract: "The purpose of this quantitative causal comparative study was to examine to what extent if any, there was a difference in academic and recreational reading motivation and reading achievement between third grade students who participated in the Accelerated Reading curriculum (AR) (reading software management system), as defined in definitions and students who did not. This study investigated a sample of 137 third-grade students in a suburban school in central Florida. One group of 69 third grade students participated in the AR curriculum in year 2015-2016, while a demographically similar group of 68 students did not participate in the AR curriculum. Quantitative methodology and causal comparative design were used to investigate if any differences in two groups of students existed on three dependent variables (academic reading motivation, recreational reading motivation, and FSA reading scores), as a result of participation or no participation in an AR curriculum. Students either participated in an AR curriculum group or a group with no exposure to an AR curriculum, and all third-grade students were compared on the three dependent variables. Data analysis in the study involved the use of a multivariate analysis of variance (MANOVA) statistical model. The results in this study will add to the knowledge available for educators to assist in determining the most effective use of limited instructional funds.."
Citation: Sierra, K. E. (2018). A quantitative causal-comparative study of the effect of accelerated reading on elementary school students' reading achievement and motivation (13425288) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations & Theses.
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