The effect of goal setting on reading comprehension and vocabulary in a first grade classroom

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dc.contributor.advisor McDowell, Kimberly D. en_US
dc.contributor.author Miller, Jeri A.
dc.date.accessioned 2009-06-29T13:16:44Z
dc.date.available 2009-06-29T13:16:44Z
dc.date.copyright 2008 en
dc.date.issued 2008-05
dc.identifier.other t08027
dc.identifier.uri http://hdl.handle.net/10057/2054
dc.description Thesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description.abstract Seventeen 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.extent x, [84] leaves, ill. en
dc.format.extent 446800 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.subject.lcsh Electronic dissertations en
dc.title The effect of goal setting on reading comprehension and vocabulary in a first grade classroom en
dc.type Thesis en

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