Master's Theses

Department

Education

Degree Name

Education Specialist (Ed.S)

Abstract

In the study of the effects of a teacher-planned literature instructional program, a teacher read-aloud program, and a non-specified reading instructional program on the reading attitudes of first and fourth grade students in two rural, western Kansas public schools, two statistical designs were employed. Four null hypotheses were tested with the pre-test/post- test control group design. Assessment of the 54 first graders and the 42 fourth graders' reading attitudes involved the utilization of the Primary Reading Attitude Index, Inventory of Reading Attitude, and the Reading Attitude Inventory (modified). No significant differences in adjusted post - mean attitude scores were evident in the results of the analyses of covariance for both the first and fourth graders. Additionally, no statistical differences in reading attitudes were found between the boys and girls who participated in the literature implementation program (first and fourth grade). Three null hypotheses were tested using the post-measure one group design. Each of the hypotheses regarding the comparison of first and fourth grade students' enjoyment of school reading on the student opinionnaire was rejected. A significant difference in the analysis of variance among the comparisons of first graders' mean ratings on the student opinionnaire revealed that those pupils who received the literature-based treatment program expressed more positive attitudes toward reading than the two control groups. No significant differences among the fourth graders' mean ratings on the students’ opinionnaire were noted. Results from the t-tests indicated statistically significant differences between the calculated mean ratings for the first and fourth grade pupils and the theoretical mean of the student opinionnaire, whereby more positive attitudes were yielded by the students involved in the implementation program. Similarly, results from a t-test revealed a statistically significant difference between the calculated mean ratings of the teachers involved in the project and the theoretical mean of the teacher opinionnaire. Teacher s who participated in the investigation expressed more positive opinions than would have been statistically expected. Thus, a total of seven null hypotheses were tested in the study, of which three were rejected.

Keywords

Elementary Education

Advisor

Dr. Robert E. Jennings

Date of Award

Fall 1986

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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