Below-grade-level readers struggle with choosing appropriately leveled reading material. Often students end up with reading material that either does not suit their interests or is too difficult for their reading level. Library media specialists provide the direction that is needed for these students. This is a longitudinal case study of a single cohort of students across two academic semesters. In this quantitative study the researcher tested 19 below grade level readers in the fifth grade, during the first semester of the academic year to determine overall reading progress without the library media specialist assisting them with book selection. The library media specialist provided a reading intervention during the second academic semester and assisted the 19 students to select books at or near their reading level. The Scholastic Reading Inventory and the Developmental Reading Assessment 2, as well as student surveys were used as testing instruments in this study. Overall reading scores, motivation, and attitude toward reading improved more during the intervention semester than during the semester without intervention.
|School:||University of Central Missouri|
|School Location:||United States -- Missouri|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Library science, Literacy, Reading instruction|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
supplemental files is subject to the ProQuest Terms and Conditions of use.