Date of Award
Spring 5-11-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Dr. Erin Gillett
Keywords
Middle School, Struggling Readers, Independent Reading, Partner Reading, Engagement
Abstract
Abstract
The purpose of this research was to determine whether reading with a partner coupled with active reading based communication would increase the engagement and achievement of seventh grade READ 180 students. READ 180 was a reading intervention program which consisted of four main components: whole and small group instruction, software, and independent reading. Many students struggled with the independent reading portion of the program, failing to finish books and/or pass comprehension quizzes. During the study, students were assigned a partner. They read together instead of separately during independent reading times. Three primary types of data were collected to monitor engagement and achievement: first, observable student reading behaviors; second, the number of comprehension quizzes passed; third, the number of words read independently. Two secondary forms of data were also examined: the average number of pages read daily and student responses to a post-study survey. The researcher used both qualitative and quantitative methods of data analysis to draw conclusions from the study. Findings consistently revealed that while reading with a partner students increased overall engagement and achievement.
Recommended Citation
Cameron, Patricia, "Pairing and Sharing: A Technique to Increase Engagement and Achievement with Struggling Middle School Readers" (2018). Dissertations, Theses, and Projects. 32.
https://red.mnstate.edu/thesis/32