Date Approved

6-15-2003

Embargo Period

5-5-2016

Document Type

Thesis

Degree Name

M.A. in School and Public Librarianship

Department

Special Educational Services/Instruction

College

College of Education

First Advisor

Shontz, Marilyn

Subject(s)

Fifth grade (Education); Reading (Elementary)

Disciplines

Library and Information Science

Abstract

The purposes of this qualitative research were to (a) determine if the Renaissance Accelerated Reader program provided motivation for fifth grade students to read beyond the classroom; and (b) to determine if the Accelerated Reader program acted as a catalyst to affect changes in students' reading behaviors as a result of extrinsic rewards. Seventy-six students participated in the study between October 2002 and March 2003. Results showed that students were clearly motivated by extrinsic rewards and preferred choosing to read books on the Accelerated Reader list to those that did not have an accompanying A.R. quiz. Rewards, points and recognition were the primary motivating factors that encouraged students to participate in the Accelerated Reader program; however, there were some drawbacks for poor or reluctant readers, and the success of the Accelerated Reader program as a motivator for students to read may be a short-lived experience. Further research is recommended to determine how students from the intermediate school, who participated in the Accelerated Reader program, progress once they reach seventh and eighth grade where the program is not in place.

Share

COinS