Date Approved

6-7-1998

Embargo Period

8-12-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Reading (Secondary); Sixth grade (Education)

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to determine the impact of a daily reading log on the attitude and comprehension of sixth grade low to high achieving students. The study consisted of forty-eight students divided among two classes. Half of the students used the daily reading log and were compared with the other half who did not use daily reading logs for a sixteen week period. The spring 1997 standardized testing placed students in the low to high ranges in reading.

The students were tested in September and again in March after participating in the daily reading log program. Students' reading attitude was measured with a questionnaire and comprehension was assessed using the Woodcock Johnson Passage Comprehension Test. The data gathered showed that attitude and comprehension toward reading improved in the average to high achievers. Lower achievers did not make any significant improvements in attitude or comprehension. These findings suggest that, in addition to incorporating a balanced reading program, the use of a daily reading log is beneficial to average to high readers.

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