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dc.contributor.advisorJewell, Peggyen_US
dc.contributor.authorBirmingham, Kellie Sue
dc.date.accessioned2006-11-23T02:25:59Z
dc.date.available2006-11-23T02:25:59Z
dc.date.copyright2006en
dc.date.issued2006-05
dc.identifier.othert06045
dc.identifier.urihttp://hdl.handle.net/10057/254
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.descriptionIncludes bibliographic references (leaves 34-37).en
dc.description"May 2006."en
dc.description.abstractThis research attempted to find the relationship between the consistent practice of Sustained Silent Reading (SSR) and a student’s lexile score. Two English I classes in an urban high school completed surveys that focused on a student’s attitude toward recreational and school reading. The Scholastic Reading Inventory (SRI) provided the two English I classes a lexile score. Class A practiced SSR three days a week, while Class B did not. After the research period of twelve weeks, the two English I classes were given post-surveys similar to the pre-surveys and the SRI. The post-surveys from Class A were compared to the post-surveys from Class B. The post-SRI scores of Class A were compared to the post-SRI scores of Class B. Any changes or shifts in student attitude were measured. The hypothesis was found plausible. Significant differences were found in both the survey and SRI data. Class A had higher SRI scores than Class B. Additionally Class A had a better overall attitude toward reading than Class B.en
dc.description.statementofresponsibilityby Kellie Sue Birmingham.en
dc.format.extent316694 bytes
dc.format.extentvii, 44 leaves : digital, PDF file.en
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.rightsCopyright Kellie Sue Birmingham, 2006. All rights reserved.en
dc.subject.lcshElectronic dissertationsen
dc.titleThe effect of sustained silent reading on high school student’s lexile scores and attitudes toward readingen
dc.typeThesisen
dc.identifier.oclc74669881


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