A correlational study on how reading for enjoyment becomes reading for success.

Abstract

Current literature suggests that a student who chooses to read in their free time will, as a result, improve in their literacy skills in academic settings. Findings further indicated that students who chose to read a wide range of personal entertainment materials will improve in reading, writing, and personal communication skills. This Master’s Thesis project focused on the correlation between an individual student reading for enjoyment voluntarily and said student’s academic success in standardized test setting. The sample size was approximately one hundred 10th and 11th grade students in a rural district. Participants were invited to complete a self-reflective survey on their personal and preferred reading usage. Survey responses were compared to a measurement of students’ English proficiency through the New York State Regents English Language Arts (ELA) test.