M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
First grade (Education); Reading (Primary)
Elementary Education and Teaching
The purpose of this study was to investigate the effects of shared peer reading on students' reading attitudes. It was hypothesized that students who participate in shared peer reading would show significant reading attitude improvements, as measured by the Elementary Reading Attitude Survey, over students who do not participate in shared peer reading. The study was a quasi-experimental design consisting of students in two first grade classrooms. Twenty students from each classroom participated in the study. One class was identified as the "participation group" and the other class was identified as the "nonparticipation" group. Both groups were first pretested using the Elementary Reading Attitude Survey. The "participation group" was then engaged in "shared peer reading experiences" for a period of ten weeks. Both groups were then posttested using the Elementary Reading Attitude Survey. A 2x2 factorial Analysis of Variance was employed for this study. The levels were identified as level A, status; with two sublevels a1 and a2, known as participation and nonparticipation, and level B, test trials; with two sublevels b1 and b2, known as pretest and posttest. Significant differences were generated by main effect A. These differences are attributed to the decrease in scores of the nonparticipation group.
Arsenis, Christine Ellen, "A study of the effects of shared peer reading on students' reading attitudes" (1996). Theses and Dissertations. 2138.