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Autore principale:	Smith, Lauren M.
Natura:	Recurso educativo Open Access
Lingua:	en
Pubblicazione:	2017
Soggetti:	Reading Strategies Books Clubs After School Education Tutoring Intervention Mixed Methods Research Grade 3 Males Reading Achievement Reading Attitudes Quasiexperimental Design Preferences Elementary School Students School Libraries Reading Interests Reading Motivation Student Attitudes
Accesso online:	https://eric.ed.gov/?id=ED584123
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

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author	Smith, Lauren M.
author_facet	Smith, Lauren M. Smith, Lauren M.
collection	Education Resources Information Center
contents	"Book Club Rules, and Tutoring Drools": An Intervention Mixed Methods Study of the Effects of an After-School Book Club on Third-Grade Boys' Reading Achievement, Attitudes, and Preferences Smith, Lauren M. Reading Strategies Books Clubs After School Education Tutoring Intervention Mixed Methods Research Grade 3 Males Reading Achievement Reading Attitudes Quasiexperimental Design Preferences Elementary School Students School Libraries Reading Interests Reading Motivation Student Attitudes This intervention mixed methods study used a quasi-experimental design to investigate the effects of an after-school book club on third-grade boys' reading achievement, attitudes, and preferences. During the 2015-2016 school year, seven third-grade boys from a South Texas elementary school attended an after-school book club in their school library as an alternative to traditional after-school tutoring. The nine-week book club was designed to motivate reading by incorporating the five components of internal reading motivation: perceived control, interest, self-efficacy, involvement, and social collaboration. In addition to reading and discussion, the book club also included adult male guest readers and a service project where participants self-selected books to purchase and add to the school library collection. Quantitative data were collected before and after the intervention in the form of reading assessments and motivation-to-read surveys. These data suggested that the book club intervention had a statistically significant positive impact on the participants' overall reading achievement. Qualitative findings gathered through voice-recorded interviews and video-recorded book-club meetings revealed positive changes in the participants' attitudes toward reading and reading preferences. Additional qualitative findings support prior research studies that suggest a social environment and collaboration can contribute positively to reading motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
format	Recurso educativo Open Access
id	eric_ED584123
institution	ERIC Institute of Education Sciences
language	en
publishDate	2017
record_format	eric
spellingShingle	"Book Club Rules, and Tutoring Drools": An Intervention Mixed Methods Study of the Effects of an After-School Book Club on Third-Grade Boys' Reading Achievement, Attitudes, and Preferences Smith, Lauren M. Reading Strategies Books Clubs After School Education Tutoring Intervention Mixed Methods Research Grade 3 Males Reading Achievement Reading Attitudes Quasiexperimental Design Preferences Elementary School Students School Libraries Reading Interests Reading Motivation Student Attitudes "Book Club Rules, and Tutoring Drools": An Intervention Mixed Methods Study of the Effects of an After-School Book Club on Third-Grade Boys' Reading Achievement, Attitudes, and Preferences Smith, Lauren M. Reading Strategies Books Clubs After School Education Tutoring Intervention Mixed Methods Research Grade 3 Males Reading Achievement Reading Attitudes Quasiexperimental Design Preferences Elementary School Students School Libraries Reading Interests Reading Motivation Student Attitudes This intervention mixed methods study used a quasi-experimental design to investigate the effects of an after-school book club on third-grade boys' reading achievement, attitudes, and preferences. During the 2015-2016 school year, seven third-grade boys from a South Texas elementary school attended an after-school book club in their school library as an alternative to traditional after-school tutoring. The nine-week book club was designed to motivate reading by incorporating the five components of internal reading motivation: perceived control, interest, self-efficacy, involvement, and social collaboration. In addition to reading and discussion, the book club also included adult male guest readers and a service project where participants self-selected books to purchase and add to the school library collection. Quantitative data were collected before and after the intervention in the form of reading assessments and motivation-to-read surveys. These data suggested that the book club intervention had a statistically significant positive impact on the participants' overall reading achievement. Qualitative findings gathered through voice-recorded interviews and video-recorded book-club meetings revealed positive changes in the participants' attitudes toward reading and reading preferences. Additional qualitative findings support prior research studies that suggest a social environment and collaboration can contribute positively to reading motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
title	"Book Club Rules, and Tutoring Drools": An Intervention Mixed Methods Study of the Effects of an After-School Book Club on Third-Grade Boys' Reading Achievement, Attitudes, and Preferences
topic	Reading Strategies Books Clubs After School Education Tutoring Intervention Mixed Methods Research Grade 3 Males Reading Achievement Reading Attitudes Quasiexperimental Design Preferences Elementary School Students School Libraries Reading Interests Reading Motivation Student Attitudes
url	https://eric.ed.gov/?id=ED584123

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