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ERIC Number: ED576127
Record Type: Non-Journal
Publication Date: 2016
Pages: 126
Abstractor: As Provided
ISBN: 978-1-3696-8393-6
The Effects of Teacher-Set and Student-Set Accelerated Reader Goal Setting on Reading Comprehension and Student Attitudes towards Reading in Fourth- and Fifth-Grade Students
Tucker, Tiffany G.
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM assessment. Student attitudes towards reading were also examined. While the results of a logistic regression provided little support for the idea that the student's or his/her teacher's choice of the student's AR goals enhanced the student's chances of AR goal attainment, other analyses suggested that the student's choosing had positive effects. An OLS regression analysis of students' easyCBM posttest scores indicated that, controlling for prior achievement, easyCBM pretest scores, and other demographic variables, allowing the student to choose his or her own goals is linked to greater growth in reading. In terms of student affect, a similar sort of OLS analysis linked student choice of reading goals to improved attitudes towards recreational reading, but the link between student choice and improved attitudes towards academic reading was only observed among Grade 5 participants in the study. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A