Date of Award
Project (696 or 796 registration)
Master of Science in Special Education
The purpose of this quantitative study was to determine the impact and relationship between empowerment through choice of literary work and hand-selection “on-level” books within public schools, precisely grade three, in the West-Central region of Minnesota. Twenty-three third graders completed a written questionnaire before and after the study to determine their preference when reading for enjoyment using a Richter Scale. Upon completion of the study, students’ Accelerated Reader scores, a tool for comprehension, were thoroughly analyzed and calculated. Scores were sorted between choice books, those that students chose for themselves, and hand-selected “on-level” texts that I chose for them. The significance of the relationship is that it informed an understanding of how teachers influence students’ love of learning through empowering them with choice to read books that students want; which has been correlated to overall satisfaction of students. This study was accomplished through daily interactions and quantitative test scores upon completion of reading hand-picked selections and chosen novels. Only those students’ parents signing an informed consent partook in the study. In this study, it was concluded that students perform better on Accelerated Reader tests given books they chose when compared to books that were hand-picked for them.
Heise, Sarah, "Power of Choice: Empowerment through Reading" (2019). Dissertations, Theses, and Projects. 223.
Curriculum and Instruction Commons, Elementary Education Commons, Gifted Education Commons