Effects of reading attitude on reading achievement of students in grades one through six

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dc.contributor.advisor Yssel, Nina
dc.contributor.author Forshey, Amy Louise.
dc.date.accessioned 2013-05-09T13:35:32Z
dc.date.available 2013-05-09T13:35:32Z
dc.date.created 2013-05-04
dc.date.issued 2013-05-04
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/197131
dc.description.abstract No Child Left Behind (2001) and Individuals with Disabilities Education Act (2004) has put pressure on all teachers to develop proficient readers. In order to do just this, develop proficient readers, teachers must understand the effects that reading attitude has on reading achievement for all students. Research states that individuals with a positive attitude toward reading typically achieve at a higher level than those students with a poor attitude toward reading (Sainsbury & Schagen, 2004). However, there is a limited amount of research that has provided insight into how factors of socioeconomic status, gender, and disability may play a part in both attitudes and achievement in reading. This study examined whether socioeconomic status, gender, and/or disability played a role in the reading attitudes of students in grades one through six. The study also evaluated whether students’ attitude toward reading changed depending on their grade level. en_US
dc.description.sponsorship Department of Special Education
dc.subject.lcsh School children -- Books and reading -- United States.
dc.subject.lcsh Reading (Elementary) -- United States.
dc.title Effects of reading attitude on reading achievement of students in grades one through six en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1709334


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  • Doctoral Dissertations [3175]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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