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dc.contributor.advisorMcDowell, Kimberly D.
dc.contributor.authorBraden, Mande Jo
dc.date.accessioned2013-02-27T14:33:46Z
dc.date.available2013-02-27T14:33:46Z
dc.date.copyright2012en
dc.date.issued2012-07
dc.identifier.othert12052
dc.identifier.urihttp://hdl.handle.net/10057/5524
dc.descriptionThesis (M.A.T)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen_US
dc.description.abstractThis research attempted to determine whether students’ attitudes towards reading are linked to reading achievement, and whether the presence of reading role models within the classroom can help increase positive attitudes towards reading. Forty-three 2nd graders attending an urban elementary school participated in the six week intervention. Attitudes towards reading were assessed prior to introduction of the role models and were assessed following the final role model. One role model came to visit the classroom each week, following a standardized protocol involving an introduction, a short talk by the role model, student questions and a reading. The research hypothesized that by inviting student-selected, positive role models into the classroom to talk about literacy, students would have a more positive attitude towards reading.en_US
dc.format.extentxi, 34en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rights© Copyright 2012 by Mande Jo Braden. All Rights Reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleImpacting attitudes towards reading in the second grade classroom: a reading role model interventionen_US
dc.typeThesisen_US


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