Engagement, Attitude, and Comprehension: A Reflection on Conversations about Books as a Reading Comprehension Intervention in 9th Grade Students

Date of Award

Summer 2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


Reading Comprehension, Reading Intervention, Reading Engagement, Covid-19High School, 9th Grade


The purpose of this study is to reflect on the impact of one-on-one conversations about independently read books between a teacher and students on student reading enjoyment, motivation, and comprehension. Fifty five students in a ninth grade English class chose books to read during a fifteen to twenty minute reading time each day. While the other students read, the teacher pulled individual students into a private space to talk about the student’s book. Students summarized and predicted what was happening in their books, then self-assessed their comprehension. The teacher helped students choose books, provided reading strategies when the students noted confusion, and helped students stay accountable to the goal they set for themselves. To assess comprehension, students were Lexile tested throughout the class. Results for student reading comprehension were inconclusive, though results for engagement during the SSR period and student attitude towards their books suggest positive outcomes. While more research is needed, the results of this study imply that it is well worth the time for teachers of reading to work with students to place them with the right book. This study used historical data on standard educational practices used in a public K-12 educational setting. All students will remain anonymous.

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