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
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.
Recommended Citation
Strauss, Jody M., "Effect of participation in a daily reading log on the reading attitude and achievement in low to high achievers" (1998). Theses and Dissertations. 2001.
https://rdw.rowan.edu/etd/2001
