Reading Workshop: Effects on reading comprehension and attitudes toward reading
| dc.contributor.advisor | Mitchell, Judy N. | en_US |
| dc.contributor.author | Miller, Mirtha Elena, 1957- | |
| dc.creator | Miller, Mirtha Elena, 1957- | en_US |
| dc.date.accessioned | 2013-05-16T09:39:34Z | |
| dc.date.available | 2013-05-16T09:39:34Z | |
| dc.date.issued | 1990 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/291756 | |
| dc.description.abstract | The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Language and Literature. | en_US |
| dc.subject | Education, Elementary. | en_US |
| dc.subject | Education, Reading. | en_US |
| dc.title | Reading Workshop: Effects on reading comprehension and attitudes toward reading | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1340260 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Language, Reading & Culture | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b2623953x | en_US |
| refterms.dateFOA | 2018-08-30T02:06:31Z | |
| html.description.abstract | The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis. |
