The effect of sustained silent reading on high school student’s lexile scores and attitudes toward reading

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dc.contributor.advisor Jewell, Peggy en_US
dc.contributor.author Birmingham, Kellie Sue
dc.date.accessioned 2006-11-23T02:25:59Z
dc.date.available 2006-11-23T02:25:59Z
dc.date.copyright 2006 en
dc.date.issued 2006-05
dc.identifier.other t06045
dc.identifier.uri http://hdl.handle.net/10057/254
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description Includes bibliographic references (leaves 34-37). en
dc.description "May 2006." en
dc.description.abstract This 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.statementofresponsibility by Kellie Sue Birmingham. en
dc.format.extent 316694 bytes
dc.format.extent vii, 44 leaves : digital, PDF file. en
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.rights Copyright Kellie Sue Birmingham, 2006. All rights reserved. en
dc.subject.lcsh Electronic dissertations en
dc.title The effect of sustained silent reading on high school student’s lexile scores and attitudes toward reading en
dc.type Thesis en
dc.identifier.oclc 74669881

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