Department: Reading ![[clear]](close-x.png "Remove this limiter")
77 matches in the database.
These are records: 1 - 30.
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1.
Amos, Zachary S.
The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance.
Degree: MEd, Reading, 2009, Bowling Green State University
► This study examined the relationship between readability and test performance. This study…
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▼ This study examined the relationship between readability and test performance. This study investigated the historical, theoretical, and research views of high stakes testing, out-of-level testing, and comprehension. The Ohio Fifth Grade Science Achievement tests' individual test questions were examined based upon the Flesch Kincaid readability formula. A revised version of the test was created with a lower reading level. A study was conducted on 34 students from a rural midwestern community. The tests were both administered, with two weeks of separation. The data were collected and analyzed through the StatCrunch application using T-Statical and Summative data Analysis. From the results, their appeared to be a statistical difference in the test scores in favor of the revised version.
Advisors/Committee Members: Bertelsen, Cynthia.
Subjects: Reading instruction
Keywords: Achievement Testing; Reading; High Stakes Testing
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2.
Baier, Kylie.
The Effects of SQ3R on Fifth Grade Students' Comprehension Levels.
Degree: MEd, Reading, 2011, Bowling Green State University
► Comprehension is the ultimate goal of reading and affects the understanding of…
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▼ Comprehension is the ultimate goal of reading and affects the understanding of all content areas. Students are successful readers when they are able to pull important information from texts and connect the new information with previously stored schemata. In the science content area, new information is very difficult to acquire because of the difficult concepts and vocabulary. For students to connect previously learned materials with schemata, prior knowledge must be activated. When prior knowledge is activated, students begin to prepare for reading. However, it is equally as important that students have a reading strategy in place when they begin reading science materials. The reading strategy SQ3R is a systematic strategy that can be used to aid students in comprehending expository materials. This research study was conducted with the purpose of determining whether integrating SQ3R into fifth grade students' science reading strategies would improve their overall comprehension. The study also investigated students' preexisting reading strategies and their thoughts on whether they would continue to implement SQ3R into their reading habits. The results of the study indicated that SQ3R significantly improved fifth grade students' overall comprehension scores of expository texts. The study also indicated that 46.9% of the students used in the study had a preexisting reading strategy. The most common preexisting reading strategy was note taking. It was found that 68.7% of the students used in the study would use the reading strategy SQ3R in the future. It is recommended that teachers as well as administrators recognize the importance of reading strategies and educate the students and parents on possible strategies that can be used to improve comprehension.
Advisors/Committee Members: Hendricks, Dr. Cindy.
Subjects: Reading Instruction
Keywords: Reading Comprehension; SQ3R; Expository Texts; Informational Texts; Science Comprehension; Study Strategies; Reading Strategies; Middle Level Learners; Middle Level Students; Fifth Grade Science
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3.
Bedee, Sarah E.
The Impact of Literature Circles on Reading Motivation and Comprehension for Students in a Second Grade Classroom.
Degree: MEd, Reading, 2010, Bowling Green State University
► Many school districts use a basal reading series to teach the various…
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▼ Many school districts use a basal reading series to teach the various components of reading instruction to students. However, oftentimes a basal series can seem monotonous and does not encourage students to want to read and complete the work. Over the years, research studies have shown that many different reading instructional strategies are beneficial, but it is often a challenge for teachers to determine which will be the best for their classroom of students. However, it is known that classroom discussions about books facilitate learning. The benefits of teacher read-alouds and follow-up discussion, for example, have been widely researched. Additionally, in 1982, Karen Smith’s fifth grade class began implementing literature circles (Daniels, 2002). More recently, teachers have begun to use literature circles within their classrooms, but some teachers are still apprehensive because they do not know whether they are as beneficial as the reading instruction/discussion strategies that they are already using. This investigation was designed to determine the impact of literature circles compared to read-alouds on reading comprehension and student reading motivation for second grade students. After collecting and analyzing the data over the course of four weeks, the researcher determined that there did not appear to be a difference between the literature circles and read-alouds in regard to reading comprehension. However, some of the scores did indicate that some students did benefit more form literature circles than read-alouds, and visa versa, but the data were mixed.
Advisors/Committee Members: Fordham, Nancy.
Subjects: Education; Elementary education; Reading instruction
Keywords: Literature Circles; read aloud; comprehension; reading motivation
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4.
Berry-Johnson, Marla J.
Advocates’ Perceptions of the Direct Instruction Reading Program in One Urban School: The Value of Drill, Rhythm, and Repetition in the Elementary Curriculum.
Degree: MEd, Reading, 2006, Bowling Green State University
► The purpose of this study was to research the perceptions and experiences…
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▼ The purpose of this study was to research the perceptions and experiences of educators who use Direct Instruction (DI) to teach reading in an urban elementary classroom. Drill, rhythm and repetition are the pillars of Direct Instruction. Research has indicated that Direct Instruction is effective in urban elementary schools. This research involved interviewing four elementary educators within the same urban school. The subjects were a second grade teacher, a fourth grade teacher, a sixth grade teacher/Direct Instruction Coordinator, and the school’s principal. They were interviewed separately. A total of eight interview questions were asked of each participant. The interview responses revealed four resounding common themes: the educators’ belief in the effectiveness of the Direct Instruction program, the value of the program’s emphasis on structure and script, the built-in classroom discipline components, and the educators’ enthusiasm toward the use of Direct Instruction and how it enhances their classroom environments. The educators’ common responses to the interview questions brought validity to their claims, which were supported by education research literature.
Advisors/Committee Members: Fordham, Nancy.
Subjects: Education, Reading
Keywords: reading, direct instrution, urban schools, elementary curriculum
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5.
Bing, Kathleen Mary.
The Role Children's Librarians Play in Fostering Literacy in the Community.
Degree: MEd, Reading, 2009, Bowling Green State University
► The purpose of this study was to investigate the roles of children’s…
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▼ The purpose of this study was to investigate the roles of children’s librarians in public libraries. Between 150 librarians from various cities and states were sent a short survey to take that inquired about their responsibilities as well as asked the librarians to review the core beliefs about children’s librarianship and indicate if they felt this value is still relevant and something they practice, still relevant but something they don’t practice, or not relevant and not practiced. Librarians who indicated that they would like to participate in a phone interviewed were called and asked to expand on the reasons they answered the questions from the survey the way they did. Results were analyzed from both the surveys and the interviews and used to find out more about the roles of children's librarians and how they perceive their role and responsiblities.It was found that a majority of librarians surveyed felt that the nine core beliefs about children’s librarianship, based on the five laws of children’s librarianship, are still relevant and still pracitced. Librarians who were interviewed expanded further on how exactly they implement and pracitce these core beliefs.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education; Library science; Reading instruction
Keywords: Children's library; children's librarian; core beliefs; literacy; early literacy; ready to read; storytime; summer reading program; public library; youth service
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6.
Brenenstuhl, Heidi Anne.
TEACHING CHILDREN WITH AUTISM TO READ IN AN INCLUSIVE SETTING: MEETING THE NEEDS OF ALL STUDENTS.
Degree: MEd, Reading, 2007, Bowling Green State University
► Teachers enter the classroom with a myriad of responsibilities and can easily…
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▼ Teachers enter the classroom with a myriad of responsibilities and can easily become overwhelmed by all that is asked of them. One of the greatest concerns they may encounter is how to meet the needs of all of the students they have at the same time, specifically in the area of reading instruction. If the school district happens to practice inclusion, the needs of their students become much more diverse. The purpose for this study was to address this dilemma with regards to one disability in particular, Autism. In the last year, the prevalence of children diagnosed with Autism increased substantially, justifying the need for research. From this, the research question developed; what are the best practices for teaching children with Autism to read in an inclusive classroom setting? To discern answers to this question, a research site that works solely with students with Autism was chosen. The administrators and teachers at this school, who guide and instruct these students on a daily basis, were utilized as participants to gain valuable data from a variety of perspectives. The process of data collection was done through an interview, surveys, and a number of observations. Upon completing these elements, the data were coded, tallied, and compiled within tables and charts. From these data emerged recommendations in five areas of reading; phonemic awareness, phonics, fluency, vocabulary, and comprehension. These data also included suggestions around reading instruction in four areas; environment, behavior, communication, as well as materials and resources. From this study, teachers in all classrooms including students with Autism can gain valuable insight into their educational practices involving reading instruction.
Advisors/Committee Members: Bertelsen, Cynthia.
Subjects: Education, Reading
Keywords: Autism, reading, phonemic awareness, phonics, fluency, vocabulary, comprehension, inclusion, reading instruction
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7.
Brown, Kristin N.
STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION.
Degree: MEd, Reading, 2007, Bowling Green State University
► The purpose of this study was to investigate the issues impacting the…
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▼ The purpose of this study was to investigate the issues impacting the home-school connection, by exploring the following questions: What issues do parents face that affect the amount and quality of literacy activities taking place in the home, and what do parents suggest for teachers to strengthen the home-school connection? The study examined the underlying causes that prevent parents from supporting their children. The study also explored parents’ perceptions of the classroom teacher and her parent involvement techniques. Using active interviewing (Holstein and Gubrium, 1997), this study examined the responses of a teacher and parents to determine the issues that affect parents’ abilities to work with their children. The results of this study suggest that there are factors in the home environment that affect interactions that take place in the home. The study revealed that there is a need for teachers to understand the home environments that students come from.
Advisors/Committee Members: Murnen, Timothy J.
Keywords: parent involvement; home-school connection; parent involvement in reading; reading and home environments
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8.
Caperna, Carolyn Grace.
THE BOOK SELECTION PROCESS OF THIRD GRADE STUDENTS DURING LIBRARY.
Degree: MEd, Reading, 2007, Bowling Green State University
► Reading in elementary school is a fundamental; however, it is often times…
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▼ Reading in elementary school is a fundamental; however, it is often times difficult to discover what truly motivates children to read particular books. This study was created as a way of trying to further discover the motivation behind students’ book preferences when they are permitted choice. The purpose was to examine students’ book selection processes during library time as they explored possibilities for independent reading. Six students from a third grade classroom were observed during separate library times. The students were selected by the classroom teacher based on her belief that the students would be comfortable being observed and interviewed. One boy and one girl were selected from the advanced reading group, from the on-level reading group, and from the intervention reading group. Following the observations, the researcher interviewed the students in a separate room. The interview questions were created to gain further insight into their reasons and methods for selecting the books. The field notes obtained from observations and interviews of all six students were then analyzed to look for patterns and themes. Some of the students were influenced by the book’s pictures, author, and inclusion of funny characters; however, the researcher concluded that the topic of the book had the strongest influence on the students’ choices. The students’ interest in “what the book was about” was a repeated response throughout the interviews.
Advisors/Committee Members: Fordham, Nancy.
Keywords: motivation, book selection, strategies for selecting books, independent reading, third grade reading
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9.
Chassee, Emily Nicole.
Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.
Degree: MEd, Reading, 2008, Bowling Green State University
► The purpose of this study was to investigate the classroom factors the…
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▼ The purpose of this study was to investigate the classroom factors the negatively impact a childs motivation to read. This investigation utilized the reading survey portion of the Motivation to Read Profile. A follow up interview, including Likert-scale questions and open-ended questions, was conducted to acquire more in depth information regarding the students feelings on specific classroom factors dealing with reading. The setting for this study involved three third grade classrooms in a suburban northwest Ohio elementary school.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Reading instruction
Keywords: Motivation
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10.
Cipiti, Ashley Faye.
Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.
Degree: MEd, Reading, 2010, Bowling Green State University
► Sustained Silent Reading is an instructional practice utilized by many schools throughout…
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▼ Sustained Silent Reading is an instructional practice utilized by many schools throughout the world. A decade ago, the National Reading Panel (NICHHD, 2000) reported that it could not conclusively deem Sustained Silent Reading a useful exercise due to a lack of evidence. This study of on-task versus off-task Sustained Silent Reading (SSR) as related to reading motivation, seeks to discover whether students are engaging in on-task behaviors, or off-task behaviors during SSR time, and how this may be related to these same students' reading motivation. The findings of this investigation indicate that in a Northwest Ohio middle school language arts class consisting of 25 students, the majority of students, approximately 77%, are engaging in off-task behaviors during their Sustained Silent Reading time. Results from the instruments utilized in this study also indicate that a 71% correlation exists between on-task or off-task behaviors and students' motivation to read. This precludes that a strong correlation exists between students' motivation to read and their behaviors during SSR.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education
Keywords: silent reading; reading motivation
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11.
Consolo, Meredith S.
An Exploration of Gender Bias in Selected Basal Reading Series.
Degree: MEd, Reading, 2009, Bowling Green State University
► Researchers have found that one promising way to improve students' attitudes toward…
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▼ Researchers have found that one promising way to improve students' attitudes toward reading and their overall reading competence is to provide students with reading materials that relate to their personal interests. By allowing students to encounter pieces of literature that feature characters with whom they can identify, they will see how reading can relate to their own lives and will more likely develop a love for reading. To ensure that both male and female students have access to reading materials in which they can connect to the characters, teachers should be aware of any gender imbalances found in the reading materials used in their classrooms. This research study evaluated three recently published third grade basal readers for evidence of gender bias. The basal reader textbook series were selected for the study based on the following criteria: the series were offered to local districts in the State of Ohio for adoption, the series were published by major education publishers, and were current editions of each series. Once the basal reader textbook series were selected, the main passages in each third grade basal reader were analyzed for gender bias based on the following characteristics: percentage of each gender displayed in human illustrations; gender of main, minor, and mentioned characters; genre and content of each basal passage, and characteristics of the main characters. The data collected from each basal passage were entered into four separate data matrices (a matrix to analyze illustrations, gender of characters, genre and content of passages, and characteristics of main characters). Lastly, the data recorded on the data matrices were analyzed according to descriptive statistics and results of the study were shown in both visual and narrative form. Gender bias was evident within the passage illustrations, characters, and genre of passages found within all three third grade basal readers examined in the study.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Elementary education
Keywords: Gender Bias in Basal Readers; Early Childhood Education; Third Grade Reading
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12.
Cooper, Jessica D.
Science Content Reading: The Role of Reading in the Seventh and Eighth Grade Science Classroom.
Degree: MEd, Reading, 2009, Bowling Green State University
► Interactions with reading in school happen every day. At the junior high…
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▼ Interactions with reading in school happen every day. At the junior high level, a lot of these interactions are on a “reading to learn” basis. Reading extends from the Language Arts classroom and into all content areas. One of the most difficult content classes to read instructional materials is science. Due to the extensive vocabulary and presentation of reading materials, seventh and eighth grade students struggle to read content materials to further their knowledge. This study looked at the role that reading plays in the seventh and eighth grade classroom. Reading encompasses fluency, vocabulary, and comprehension. The purpose of this study was to discover what teachers are doing to integrate vocabulary knowledge, comprehension skills, and overall reading strategies into their every day content instruction. For this study, I observed, took field notes, and interviewed five seventh and eighth grade science teachers to collect data. After data was collected and analyzed, I concluded that all teachers observed and interviewed used reading comprehension, vocabulary, and fluency instruction in their every day lessons. Two of the five teachers intentionally included reading instruction in their daily activities because of their background in reading education. Three of the five teachers used some forms of reading instruction, but not intentionally. Overall, all five teachers believed that reading instruction is important because if students cannot read materials presented during science class, they will not learn the materials presented to them.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education; Reading instruction; Science education
Keywords: reading; science; content reading; education
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13.
Corra, Marissa D.
THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS.
Degree: MEd, Reading, 2006, Bowling Green State University
► Most research and instruction ignores the hallmark of fluency achievement: prosody (Schwanenflugel,…
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▼ Most research and instruction ignores the hallmark of fluency achievement: prosody (Schwanenflugel, Hamilton, Kuhn, Wisenbaker, and Stahl, 2004). Prosody is the component of fluency that describes the ability to read with appropriate phrasing, intonation, and expression (Allington, 1983; Dowhower, 1991). If prosody has not been mastered, it is unlikely that students will completely understand what is being read (Kuhn and Stahl, 2003; Rasinski, 2004). Little research has been done with regard to how and when students acquire oral reading prosody, how it is most effectively taught, and finally, how many students actually obtain oral prosody. In this study, 28 third-, fourth-, fifth-, and sixth-grade students participated in an oral prosody screening, the goal of which was to select four students to participate further in the study. Four students who scored a high level of oral prosody were selected to participate in both a more comprehensive oral prosody assessment as well as a silent reading prosody interview. The oral prosody screening and the oral prosody assessment were both based on an oral prosody scale created by Zutell and Rasinski (1991). One student from each grade was selected and participated in a more complete oral prosody assessment and a silent reading prosody interview. Based on the results of the interviews, each of the four students demonstrated the presence of silent reading prosody by describing silent reading prosodic components such as hearing character voices and sounds while reading silently. While all four of the students demonstrated the presence of silent reading prosody, their specific experiences were unique, although they did often show threads of similarity.
Advisors/Committee Members: Hendricks, Cindy.
Keywords: prosody; silent reading prosody; oral reading prosody; reading
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14.
Croston, Brian.
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN STUDENT READING INTEREST AND TEACHER SELECTED NOVELS.
Degree: MEd, Reading, 2005, Bowling Green State University
► Reading is an essential tool if one is to continuously obtain knowledge…
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▼ Reading is an essential tool if one is to continuously obtain knowledge throughout his or her lifespan. The ultimate goal for middle school teachers is to motivate adolescents to read more in school as well as on their own for enjoyment to become mature readers. However, adolescents today are not actively engaged in daily reading by taking advantage of the books at their disposal. The middle school reading material may not match the attitudes and interests of each adolescent. This investigation sought to determine how genre, topic, and theme of novels assigned to urban middle school students compared with their reading interests. Students’ attitudes and interests towards reading change as children mature from their elementary school years to middle school. In the middle school curriculum, all students are required to read the same exact books, regardless of gender, or interests. In order to study these issues, the following driving questions were developed: How do the genre, topic, and theme of novels assigned to urban middle school students compare with their reading interests? Are there significant differences in choice of genre, topic, and theme among gender? Are there significant differences in choice of genre, topic, and theme among grade level? To answer these questions, a survey was developed and given to urban middle school students asking them for their top three genres, topics, and themes. In addition, teacher-assigned texts were analyzed for genre, topic, and theme. This study found that while the assigning of novels matches urban middle school students’ reading interests, the topics and themes of the novels assigned do not match students’ reading interests. The findings from this study align with research from Worthy et al. (1999) indicating that the topic and theme of novels assigned to urban middle school students do not match their reading interests. The assigned novels matched students’ reading interests with genre, but the matching of topics and themes seemed not to be considered. This study suggests that teachers focus more on student interest when selecting the genres and themes of assigned reading.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education, Reading
Keywords: Reading; Reading Interests; Student Reading Interests; Middle School Reading Interests; Urban Middle School Reading Interests
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15.
Cummings, Brienne M.
Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.
Degree: MEd, Reading, 2008, Bowling Green State University
► The purpose of this study was to determine the status of reading…
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▼ The purpose of this study was to determine the status of reading instruction in Ohio high schools. Research supports continuous reading instruction throughout the duration of a student's education. This study was completed to determine if Ohio high schools were providing the kind of instruction that research says is necessary for adolescent students. Representatives (principals, English teachers and guidance counselors) were asked to respond to questions about perceived student performance in reading, the kind of instruction provided to high school students, and procedures in place to support those giving reading instruction. Ohio Graduation Test scores were collected to verify student performance in reading for each school. The data collected were analyzed to determine the types of patterns that existed among the representatives' responses.The conclusions revealed a large discrepancy between what research says adolescents should have in reading instruction and what is actually provided in Ohio high schools. Data showed that performance on the reading Ohio Graduation Test dictates the need for reading instruction. Because of this, the students who struggle to pass the test (those identified as special needs, ELL, IEP or having already failed the test) are the only students who receive any reading instruction. Content area reading and post-secondary reading success are not valued as reasons to give reading instruction. Focusing on test passage creates a mindset about reading instruction that leaves teachers unprepared to teach reading skills and students unprepared to handle the reading tasks they encounter in and beyond the classroom. This study calls for a change in attitude about the need of reading instruction for adolescents, implementation of systematic reading programs, and training for those responsible for giving reading instruction.
Advisors/Committee Members: Murnen, Tim.
Subjects: Reading instruction
Keywords: Reading Instruction; Adolescent Literacy; High School Reading Instruction
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16.
Davis, Elizabeth L.
The Effects of a Phonologically Linked Kindergarten Writing Program on Letter-Sound Relationships.
Degree: MEd, Reading, 2009, Bowling Green State University
► The purpose of this study was to examine the effects of a…
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▼ The purpose of this study was to examine the effects of a phonologically linked kindergarten writing program on students’ abilities to spell and read consonant-vowel-consonant (CVC) words. The investigation utilized the CVC Spelling Assessment, the CVC Decoding Assessment, and a revised word list from the Woodcock Johnson III Diagnostic Reading Battery: Word Attack subtest. A review of students’ writing work samples allowed for comparisons to be made between spelling and decoding in isolation and for authentic purposes. The setting for this study involved two kindergarten classrooms in a northwest Ohio elementary school. Students were pre- and post-assessed over an eight-week period on their abilities to spell and read consonant-vowel-consonant words. Writing work samples were also collected before and after the implementation of the phonologically linked writing program. The results showed that the phonologically linked writing program is an effective method of spelling and reading instruction for kindergarten students.
Advisors/Committee Members: Oldrieve, Richard.
Subjects: Education; Reading instruction
Keywords: kindergarten; kindergarten writing; reading; early childhood education
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17.
Donaldson, Nicole M.
The Fourth Grade Slump: The Relationship Between Reading Attitudes and Frequency of Reading.
Degree: MEd, Reading, 2010, Bowling Green State University
► This study explored the fourth grade slump with regard to the relationship…
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▼ This study explored the fourth grade slump with regard to the relationship between reading attitude and reading frequency in elementary school children. The Elementary Reading Attitude Survey and the Frequency Questionnaire were administered to two classes of second graders and two classes of fifth graders in the same school. The results were divided into the categories of academic and recreational reading for attitude and frequency. This paper presentsthe results of the study, as well as the implications for elementary school teachers. Once the surveys had been scored, a correlation was found between overall reading attitude and overall reading frequency, as well as between recreational reading attitude and recreational reading frequency. Surprisingly, the reading attitudes of the students did not drop significantly between second and fifth grade. The implications of this study are that the reading attitudes and frequency of students are connected and one can be improved by increasing the other. This means that teachers should be aware of these two reading elements and how one can positively impact the other.
Advisors/Committee Members: Bertelsen, Dr. Cynthia.
Subjects: Education
Keywords: The fourth grade slump; reading attitude; reading frequency; the Elementary Reading Attitude Scale
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18.
Eckhart, Tami Marie.
Good Strategies for “Bad” Books.
Degree: MEd, Reading, 2009, Bowling Green State University
► Debates often arise about the most suitable way teachers should present information…
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▼ Debates often arise about the most suitable way teachers should present information to their students. Sensitive issues like violence, sex, race, and religion sometimes appear in adolescent literature, which can stir conflicts among teachers, parents, and administrators. This study argues that teachers should not simply refrain from teaching significant pieces of literature due to their controversy. Theories in motivation and reader response maintain that students greatly benefit from reading and discussing some commonly censored literature. This research topic addressed the approaches that educators can use while teaching controversial books in the middle school classroom. Ten frequently challenged books were analyzed to further understand the grievances made against popular adolescent literature. Interviews with reading teachers then followed, which uncovered strategies that are put into effect to enhance reading instruction using books with sensitive content. These data were collected and analyzed to provide teachers with insight about censorship in schools and ways in which controversial literature can be effectively taught to middle school students.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education; Reading instruction
Keywords: Motivation; Adolescent Literature; Middle School; Censorship
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19.
Eicher, Rachel.
Analysis of Second and Third Grade Basal Readers as Related To Interests of Boy Readers.
Degree: MEd, Reading, 2009, Bowling Green State University
► Motivation and positive attitudes toward reading have declined among male readers (Sainsbury…
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▼ Motivation and positive attitudes toward reading have declined among male readers (Sainsbury and Schagan, 2004; Tyre, 2008). Various researchers have speculated as to why this has occurred. One notion is that male readers are not provided with reading material that is of interest to them. Therefore, this investigation sought to address the following research question: To what extent are second and third grade basal readers providing male readers with interesting material? By posing this question, two sets of data were collected. The first set involved a content analysis of three current second and third grade basal readers. The second data set involved identifying the interests of male readers at the primary levels. Once these two data sets were collected, it was possible to determine the nature of the relationship between the material offered in the basal readers and the interests of male readers at the primary levels.From the list generated regarding the interests of boys, all three series are not including science fiction and comic/cartoon selections to any great degree. The themes offered varied by publisher. Harcourt did not include any scary stories in either grade level. Sports stories were less than 10% in all of the analyzed texts. The researcher acknowledged the list of boys' interests is varied and general and interests within the list may not appeal to every boy reader in the same way. So by offering more humorous selections, a publisher may reach a percentage of boy readers, but not all. Balance within the text would appeal to the greatest male audience and none of the series were balanced in offerings. From the research by Brozo (2002), the role of the male lead character can appeal to different readers. SRA/McGraw-Hill, in the third grade text, was the only publisher to offer more than 25% of the fictional selections with a male lead character. The researcher concluded some the interests of boy readers are represented in all of the published series but limited.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education; Reading instruction
Keywords: motivation; basal; male readers
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20.
Ericksen, Stefanie Lyn.
The Multicultural Aspects of a Major Publisher's Literature Offerings.
Degree: MEd, Reading, 2008, Bowling Green State University
► The purpose of this investigation was to analyze the representation of multicultural…
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▼ The purpose of this investigation was to analyze the representation of multicultural characters in the text and illustrations of books offered in book clubs. A major publishing company provided these specific book clubs. The books were chosen from two separate book clubs that were identifiable by grade level. Three hundred and twenty books were examined. Books that did not have human characters in the illustrations and/or story line were eliminated from the study. Each book was read, illustrations were scrutinized and an excel spreadsheet was created that indicated cultural representations and relevance. Cultural relevance was determined to be either culturally neutral of culturally specific relevance. After all the books were analyzed, charts and graphical representations were made to demonstrate the variations in the story line and illustrations depicting culture.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Literacy; Literature; Multicultural education
Keywords: Literacy; Literature; Multicultural education
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21.
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?.
Degree: MEd, Reading, 2010, Bowling Green State University
► Fluency has been a neglected part of the reading curriculum in the…
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▼ Fluency has been a neglected part of the reading curriculum in the past. However, more recently, fluency has been shown to play a part in comprehension. It is believed that the more fluent a reader is, the more he/she will comprehend. This is believed to be due to the increased attention that can be allotted to comprehending as opposed to sounding out the words. The emphasis on fluency has led to a variety of instructional methods being researched and implemented. This study explored the method of repeated reading in the form of the Read Naturally program and its effect on fluency. Along with repeated reading, the effects of proper modeling and feedback on prosody were also studied. The Read Naturally program was tested with two treatment groups and a control group of first grade students. The program’s prescribed procedures were followed for the two treatment groups. However, for one treatment group, prosody was introduced to the class and feedback was given. Results suggested Read Naturally had an effect on fluency and prosody. Although there was not a significant change among scores between the three classes, there was visible improvement shown by many of the students.
Advisors/Committee Members: Fordham, Nancy.
Subjects: Reading instruction
Keywords: Read Naturally; reading; fluently; fluent; repeated reading; prosody; Samuels; automaticity theory
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22.
Fox, Meghan Kathleen.
Interactive Whiteboard Technology and Reading Instruction.
Degree: MEd, Reading, 2010, Bowling Green State University
► Reading instruction has continued to change throughout the years as researchers and…
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▼ Reading instruction has continued to change throughout the years as researchers and educators seek to find the most effective way to teach students the skills and practices needed to become successful readers. Most teachers use the basal reading series as the primary focus for language arts lessons. Basals are commonly used to introduce a variety of text genres and skills. However, basals are simply one component of reading instruction and students today need diverse exposure to a variety of resources. The use of technology in the classroom is becoming a necessary component in the way students retrieve information and extend their knowledge. Interactive whiteboards are one of the newest tools that encompass a variety of applications including the Internet. They can be used to teach reading through interactions with a common text, which provide opportunities for whole-group instruction. However, research concerning the use of this technology during reading instruction is a seemingly unexplored field. This research study was designed to gain a greater understanding of how the interactive whiteboard can be used during reading instruction. Select third grade teachers were interviewed and observed to gather evidence on the impact that interactive whiteboards have during the teaching of reading. Once data were collected and analyzed it was reported that interactive whiteboards can be used for a variety of reading instructional practices. Overall, there was a positive attitude toward the use of this innovative teaching tool.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Reading instruction; Teaching; Technology
Keywords: Interactive Whiteboards; Reading Instruction; Technology
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23.
Francis, Karen E.
Teachers’ Perceptions of the Accelerated Reader Program.
Degree: MEd, Reading, 2009, Bowling Green State University
► The purpose of this study was to determine how teachers perceived the…
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▼ The purpose of this study was to determine how teachers perceived the Accelerated Reader program. The Accelerated Reader program is one tool that many teachers use because they believe the program helps them in the classroom and helps their students with motivation and comprehension. Surveys and interviews were used to gather teachers’ beliefs about whether Accelerated Reader helped them and their students. The surveys were delivered to 150 teachers, with 22 responding. Three teachers were interviewed. Data were collected and organized into three categories: motivation, comprehension, and benefits. The results of the study indicated teachers believed that Accelerated Reader was helping them in the classroom. Teachers believed that Accelerated Reader was motivating their students to read. Some teachers believed that Accelerated Reader helped their students with comprehension, but on the lowest level. Teachers indicated that there were some benefits to having the Accelerated Reader in their classroom.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Teacher education
Keywords: Accelerated Reader; Renaissance Learning; teachers' perceptions; AR
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24.
Gervase, Sara Jane.
Reading Mastery: A Descriptive Study of Teachers Attitudes and Perceptions Towards Direct Instruction.
Degree: MEd, Reading, 2005, Bowling Green State University
► Learning to read is a complex process. Teachers are constantly looking for…
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▼ Learning to read is a complex process. Teachers are constantly looking for the best ways to teach reading. As recommendations are being made on how to best teach reading, various programs are being used. Teachers have different perceptions and attitudes towards various materials. As attitudes and perceptions differ among teachers, it is important for professionals to be informed of them. Professionals in the field of education may find teachers opinions helpful when making a decision about what materials to purchase or approaches to adopt. This study was conducted to investigate teachers' attitudes and perceptions of Reading Mastery, a Direct Instruction program to teach beginning reading. Ninety teachers in northern and southern Ohio participated in this study. They were asked to rate the extent to which they disagreed or agreed with statements about Reading Mastery. They were also asked to make additional comments regarding the program. The purpose of this study was to answer the following questions: (1) What are teachers' attitudes and perceptions regarding the use of Reading Mastery? and (2) Is there a difference in attitudes and perceptions based on years of experience with the program? When comparing teachers with varying years of experience with Reading Mastery, the data collected indicated that there were significant differences between groups among three of the survey items. Comparisons of different types of teachers showed significance within one item. Teacher comments revealed that the program lacks instruction in critical thinking and comprehension skills. Teachers believe that it lacks exposure to quality literature. Finally, some teachers believe that the program works best with low performing readers and populations of students with special needs.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education, Reading
Keywords: Direct Instruction; Reading Mastery; Teachers' Attitudes; DISTAR
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25.
Gibson, Bria Leigh.
The Impact of Physical Features On the Book Selection Process of Fourth and Eighth Graders.
Degree: MEd, Reading, 2011, Bowling Green State University
► Reading education is a fundamental aspect of literacy development, however, it is…
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▼ Reading education is a fundamental aspect of literacy development, however, it is often times difficult to discover what truly motivates children to read. This study was created as a way of trying to further identify the motivation behind students' book preferences when given the opportunity to self-select. Several studies have been previously conducted that examine similar motivational factors, such as author, genre, and topic. This study delved deeper into the physical characteristics of books that motivate students after their reading interests have been considered. Twenty-nine fourth grade students and sixty-three eighth grade students were asked to take a brief questionnaire that discussed the physical factors that most impact their selection. Following the questionnaire, five were selected from each grade level to take part in a short interview session that was created to gain further insight into their reasons and methods for selecting books. The results from the questionnaires were then analyzed and tallied onto a spreadsheet to look for the patterns and themes. The interview sessions were transcribed and used to support reasoning for choosing a particular factor. The majority of the fourth grade students were influenced by the front cover, while eighth grade students were found to be most influenced by the back-of-the-book summary found on books. However, the researcher concluded that the same top three factors were considered by both fourth and eighth grade students.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education; Reading Instruction
Keywords: reading motivation; physical features; book selection process; book selection strategies; theories of motivation; history of motivation
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26.
Giesige, Lisa Jane.
Can you see Phonics? Phonics for Students who are Deaf or Hard of Hearing.
Degree: MEd, Reading, 2008, Bowling Green State University
► Phonics is a complicated subject to teach. However, it is even harder…
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▼ Phonics is a complicated subject to teach. However, it is even harder to teach phonics to students who are deaf and hard of hearing. This is an area that has not been greatly studied and, in the state of Ohio, there is nothing in place to help the teachers of students who are deaf and hard of hearing teach the required phonics skills to these students. This study looked at a new program that was particularly created to help teachers of students who are deaf and hard of hearing teach the phonics skills that the National Reading Panel recommends be taught to students to increase their reading abilities. See the Sound Visual Phonics is a program that gives the 45 sounds in the English language a hand signal and a visual sign. This study sought to answer the questions, Does using See the Sound Visual Phonics result in improved phonics performance of students who are deaf/hh? What differences exist in students performance when reading words in isolation versus reading words in context? The researcher began by selecting three students who are deaf and hard of hearing who are in different grade levels (1st-3rd grade), who all had different degrees of hearing loss, and who needed additional help increasing their reading abilities. There were a total of 10 sessions with the students. The first and last sessions were comprised of a pretest and a posttest using the Burns and Roe Informal Reading Inventory. There were eight tutoring sessions for each of the students. During these eight sessions, there were a total of five different sounds taught to the students. The students were taught a new sound and then during the following session, a review activity was conducted to check the students ability to use the sound both in isolation and in a reading passage.
Advisors/Committee Members: Bertelsen, Cynthia.
Subjects: Reading instruction
Keywords: Students who are Deaf/HH, phonics, See the Sound Visual Phonics
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27.
Gilles, Amanda M.
The Benefits of Learning Math Vocabulary with Context Strategies Alone Versus with Comics as a Visual: Case Study.
Degree: MEd, Reading, 2012, Bowling Green State University
► The purpose of this study was to assess and observe which of…
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▼ The purpose of this study was to assess and observe which of two instructional methods proved to help students learn math vocabulary better and for a longer period of time. It compared learning math terms using context, or words alone, to using context in addition to visuals, specifically comics. This study was conducted during three separate one-day visits during two periods at a rural Midwestern school in a sixth grade classroom. Over a three-week period, students were pre-assessed on their knowledge of math content vocabulary, and based on the results, were taught lessons using context strategies alone and context strategies with comics. Post-tests were administered after each set of lessons. Results indicated that students performed better on the post-tests after learning the vocabulary lessons using context strategies with comics versus context strategies alone. The students’ preference for learning using the context strategies with comics as visuals method was also revealed.
Advisors/Committee Members: Fordham, Nancy.
Subjects: Education; Mathematics; Mathematics Education; Middle School Education
Keywords: math; reading; context strategies; vocabulary; comics; visuals; comprehension; math word problems
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28.
Gosche, Kristy Lynn.
Impact of Early Literature Exposure on Continued Motivation to Read; A Case Study.
Degree: MEd, Reading, 2005, Bowling Green State University
► The purpose of this student was to investigate the relationship between the…
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▼ The purpose of this student was to investigate the relationship between the literacy backgrounds and continued motivation to read of junior high school students with special needs. This investigation utilized a modified version of the Rhody Secondary Reading Attitude Assessment, as well as a modified version of the Home Literary Environment Survey. A follow up interview was conducted to acquire more in depth information regarding the students’ attitude toward reading. The setting for this study was a rural Northwest Ohio junior high school special needs class.
Advisors/Committee Members: Hendricks, Cindy.
Subjects: Education, Reading
Keywords: Reading Attitude; book; MOTIVATION TO READ; students
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29.
Gower, Samantha M.
Boys' Reading Habits as Children and Their College Grades.
Degree: MEd, Reading, 2010, Bowling Green State University
► The purpose of this study was to determine whether a correlation existed…
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▼ The purpose of this study was to determine whether a correlation existed betweenboys' reading for enjoyment in their youth and their academic performance in college. This study examined the number of days boys read as children, the genres of books they read most often, the method of reading (independent, with someone else, or a combination of the two) they used most often while reading, if they thought reading had helped them throughout their schooling and why, and their college GPA. An eight question survey was designed and given to sophomore, junior, and senior male members of an introduction to communication studies course at a public university in Northern Ohio. A mixed-methods research design was used to analyze the data. The major results were that no correlation exists between the two variables, but that a majority of the participants believed that reading for enjoyment in their youth had helped them throughout their schooling with comprehension, acquisition of vocabulary, speaking, writing, and other items. It was concluded that even though no correlation was found, the variables were skewed (GPA negatively and days read per week positively) which would impact the finding of a relationship between the two variables. A relationship could exist, but more research would need to be conducted and more diverse data would need to be attained to determine if a correlation does exist. It was also concluded that the participants believed that reading had helped them, which has great implications for the early childhood reading classroom since it appears important to success in life.
Advisors/Committee Members: Murnen, Timothy.
Subjects: Reading instruction
Keywords: Boys; Reading; College
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30.
Grace, Kristine Elizabeth.
COMPARING THE IPAD TO PAPER: INCREASING READING COMPREHENSION IN THE DIGITAL AGE.
Degree: MEd, Reading, 2011, Bowling Green State University
► The key to improving reading education is to continually assess the best…
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▼ The key to improving reading education is to continually assess the best methods and forms of reading. Paper based text has been the primary method of reading instruction for the last hundred years. Thus it is important to evaluate the effectiveness of electronic text in terms of reading comprehension. Given this issue, this study was developed to answer the following driving question: Does reading electronic text on an iPad impact third grade students’ silent reading comprehension? Data was collected and compared from two comprehension assessments given to students after they read from two chapters on the same paper-based text and the electronic text. Another exploratory question examined was: Which features of the iPad did the students take advantage of? Data was collected through a short survey and observational field notes to answer this question. The study took place over the course of two days during an hour of in-class instructional time. On the first day, half of the class read from an iPad, and the other half read from the same paperback book. Then all students took a short six-question comprehension assessment. The next day students switched groups and the students reading the iPad read the book and vice versa. The same procedures as day one were implemented on day two of the study. However at the end of day two, once all students were finished, they answered a post suvey with four questions about their experiences with the iPad. Data were collected and compared. After analyzing the data across both groups of students using the iPad and paper-based text, results showed that the difference in comprehension was not statistically significant. These findings should be taken into consideration when planning and implementing future research comparing the iPad and paper-based text. The exploratory observational field notes and survey data provided insightful information to take into account when considering future use of the iPad in the reading classroom.
Advisors/Committee Members: Murnen, Timothy.
Subjects: Early Childhood Education; Educational Technology; Reading Instruction; Teacher Education; Teaching; Technology
Keywords: iPad; technology; reading; comprehension; education
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