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dc.contributor.advisorMcDowell, Kimberly D.en_US
dc.contributor.authorMiller, Jeri A.
dc.date.accessioned2009-06-29T13:16:44Z
dc.date.available2009-06-29T13:16:44Z
dc.date.copyright2008en
dc.date.issued2008-05
dc.identifier.othert08027
dc.identifier.urihttp://hdl.handle.net/10057/2054
dc.descriptionThesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.description.abstractSeventeen first graders participated in this study revolving around goal setting. The students were assigned to one of three treatment groups: (1) students who set their own goals, (2) students with teacher set goals, and (3) students with no pre-set goals. Students participated in weekly comprehension quizzes. Following the quizzes, students graphed their achievement and those in Group 1 set their reading goal for the following week, while Group 2 students received a goal from the teacher. Students in Group 3 received no pre-determined goals. All students from all groups were assessed on sight word recognition. The pre and post-test data for both reading comprehension and Dolch sight word recognition were examined statistically using analysis of variance. Results indicated that students in Group 1 made statistically significant gains in both comprehension and sight word recognition. There were no statistically significant differences among the three treatment groups in terms of gains made.en
dc.format.extentx, [84] leaves, ill.en
dc.format.extent446800 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.subject.lcshElectronic dissertationsen
dc.titleThe effect of goal setting on reading comprehension and vocabulary in a first grade classroomen
dc.typeThesisen


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