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Author Hauptman, Allyson L
Title Guided reading and motivation
book jacket
Descript 136 p
Note Source: Dissertation Abstracts International, Volume: 73-08, Section: A, page:
Adviser: Kathleen Wilson
Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2012
The purpose of this study was to determine the relationship between Guided Reading and student motivation to read across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students' perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were used to determine differences in motivation after implementation of Guided Reading. The Developing Language and Literacy Teaching Rubric-Guided Reading data were used in determining the level at which participating teachers implemented the Guided Reading format. Results showed that Guided Reading is not a motivating instructional strategy for fourth, fifth, and sixth grade students, and had a negative effect on task value for reading. Several important reasons for this decline emerged as factors for teachers to consider when called upon to implement Guided Reading in upper elementary grade classrooms
School code: 0138
Host Item Dissertation Abstracts International 73-08A
Subject Education, Language and Literature
Education, Elementary
Education, Reading
0279
0524
0535
Alt Author The University of Nebraska - Lincoln. Educational Studies
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