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Effects of the Electronic Bookshelf on reading/language arts achievement and attitude toward reading of at-risk students
DISSERTATION

, University of Missouri - Kansas City, United States

University of Missouri - Kansas City . Awarded

Abstract

The research investigated the effect utilization of the Electronic Bookshelf, a computerized reading management program, had on reading/language arts achievement and attitude toward reading of at-risk students. Two hypotheses were tested. The first hypothesis was that utilization of the Electronic Bookshelf by at-risk students would result in higher gains on ten items of the reading/language arts section of the Missouri Mastery and Achievement Tests than would be realized by at-risk students who did not use the Electronic Bookshelf program. The second hypothesis was that utilization of the Electronic Bookshelf by at-risk students would result in higher scores on a reading survey regarding attitude toward reading than scores of at-risk students who did not use the Electronic Bookshelf program. Two independent variables, Treatment and Grade Level, and two dependent variables, Posttest I and Posttest II, were involved. Treatment I consisted of 22 at-risk students who received reading, instruction incorporating Electronic Bookshelf and Treatment II consisted of 26 at-risk students who received reading instruction without the Electronic Bookshelf program. All participants used the 1993 edition of the Scott, Foresman and Company's basal reading series. Using a 2(Treatment) x 3(Grade Level) analysis of covariance, Posttest I results for ten items from the Reading/Language Arts Section of the Missouri Mastery and Achievement Tests, after adjusting for Pretest I results, revealed, according to Cohen's classification system, a small effect size, eta2, of .02, regardless of Grade Level. Likewise, Posttest II results, after adjusting for Pretest II scores, revealed a small effect size, eta2, of .03 regardless of Grade Level on the Reading Attitude Scale. The data indicated that the adjusted mean scores for Treatment I on both measures of achievement and attitude toward reading were not significantly higher than those for Treatment II at the p < .001 level. The results did not provide evidence that the Electronic Bookshelf contributes to increases in reading/language arts achievement and a more favorable attitude toward reading of at-risk students in Grade Levels 3, 4, and 5.

Citation

Boeh, M.K. Effects of the Electronic Bookshelf on reading/language arts achievement and attitude toward reading of at-risk students. Ph.D. thesis, University of Missouri - Kansas City. Retrieved June 16, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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