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The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students

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Date Issued:
2012
Abstract/Description:
The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
Title: The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
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Name(s): Trimble Spalding, Lee-Anne, Author
Hynes, Michael, Committee Chair
Kelley, Michelle, Committee CoChair
Hoffman, Bobby, Committee Member
Clark, Margaret, Committee Member
Williams, Robert, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
Identifier: CFE0004611 (IID), ucf:49933 (fedora)
Note(s): 2012-12-01
Ed.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): elementary -- reading motivation -- reading achievement -- urban education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004611
Restrictions on Access: public 2012-12-15
Host Institution: UCF

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