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dc.contributor.advisorSmith, Arthur
dc.contributor.authorConway-Samatulski, Karen
dc.date.accessioned2021-09-07T22:06:43Z
dc.date.available2021-09-07T22:06:43Z
dc.date.issued5/1/1994
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6150
dc.description.abstractThe present study examined the effects of a reader-response instructional program on reading comprehension and reading attitude, with fifth-grade students. It involved a comparison of a reader-response instructional group with n=23 students and a traditional reading instructional group with n=24 students. Each instructional group was subdivided into high, middle, and low level reading ability. Attitude toward reading and reading comprehension were measured before and after a six week instructional period for both groups. The results failed to establish any significant differences between teaching approaches for either reading attitude or reading comprehension. There was a significant increase in attitude for both instructional approaches, with the greatest increase occurring with the lower ability readers. Also, the results showed a significant relationship between reading level and reading attitude with higher level reading associated with more positive attitudes. The results seem to suggest that the reader-response program may be effective in improving attitude toward reading and improving attitude can improve reading performance.
dc.subjectReader-Response
dc.subjectReading Comprehension
dc.subjectStudent Attitude
dc.subjectAbility Level
dc.subjectTeaching Approaches
dc.titleA Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension
dc.typethesis
refterms.dateFOA2021-09-07T22:06:43Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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