Encouraging Reluctant and Poor Third-Grade Readers with Short-Term Goals
Document Type
Dissertation
Publication Date
1993
Abstract
An action research study was designed to provide educators with information about a voluntary reading program used in a third-grade classroom. This program was designed to test the hypothesis that reluctant and poor readers are better motivated to do recreational reading when they have short-term weekly reading goals rather than the long-term monthly goals used by other readers. Data, which included the reading goals and pages read per student, was collected for two years for the long-term monthly goals and for one year for the short-term weekly goals. The study appeared to be effective in that having students establish short-term weekly goals not only significantly increased the number of pages read per student, but also increased the reading consistency among students within the group.
Comments
This document is available in the Northwestern Archives.