An Investigation of the Relationship Between Amount and Type of Reading of 5th Grade Students and Their Reading Achievement

An Investigation of the Relationship Between Amount and Type of Reading of 5th Grade Students and Their Reading Achievement

4.11 - 1251 ratings - Source



This study examined the relationship between amount and type of reading of 5th grade students and their reading achievement. To generate answers to the research questions, four variables were investigated: students' gender, students' self-concept as a reader, students' value of reading, and students' reading achievement. The type of reading and amount of reading were related to these variables. Fifty students completed a Daily Out-of-School Time Activity Log for a one-week period. They completed the Motivation to Read Profile (MRP) (Gambrell, et al., 1996) and a questionnaire about topics of interest to 5th grade students. The Stanford Achievement Test (SAT10), was used to determine students' reading level. The five most frequently selected materials were: novels, directions, Internet sites, electronic games, and something that the student wrote. The reading logs were analyzed to determine how many hours each student read during the 7-day time period. Approximately 36% of the students read at least one hour per day or more during this study. Thirty-eight (76%) of the fifty students read from 0 to 2 hours during the weekend and 15 (30%) students read from 0 to 2 hours during the weekday time period. There were no significant correlations found between amount of reading and any of the variables of self-concept, value of reading, total score on MRP, or SAT10. Above average readers had a tendency to score higher on value of reading and self-concept as a reader. There were no significant differences found between boys and girls between amount of reading and any of the aforementioned variables. There was a tendency for girls to value reading more than boys. Boys identified the reading of electronic games significantly more often than did girls. Type of reading was not significantly related to any of the variables. There was not much difference between girls and boys in relation to total hours reading and any of the variables. The participants' favorite topics were: fantasy characters, sports, and characters who do amazing things. This study revealed the important place that technology has in the reading lives of adolescents. Reading from technologies should be considered when planning programs.In this study, the researchers examined top reading preferences of sixth-grade students. The top seven in ranked order from one to seven were: scary books, cartoons/comics, magazines, sports, drawing books, cars/trucks, and animals. ... 2.4 SUMMARY Much research has been completed on reading difficulties in the primary grades, but there is less research in the area of the intermediate student.


Title:An Investigation of the Relationship Between Amount and Type of Reading of 5th Grade Students and Their Reading Achievement
Author: M. Kathleen Gray
Publisher:ProQuest - 2008
ISBN-13:

You must register with us as either a Registered User before you can Download this Book. You'll be greeted by a simple sign-up page.

Once you have finished the sign-up process, you will be redirected to your download Book page.

How it works:
  • 1. Register a free 1 month Trial Account.
  • 2. Download as many books as you like (Personal use)
  • 3. Cancel the membership at any time if not satisfied.


Click button below to register and download Ebook
Privacy Policy | Contact | DMCA