Date of Award

7-2005

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study looked to examine the impact of students' attitudes toward reading and their reading progress. The study targeted fourth grade students in an urban elementary school in Western New York. The research examined the impact of students' attitudes toward reading and their ability to read, characteristics of good and struggling readers and the impact of parental involvement on student attitudes toward reading. Data was collected through analysis of surveys, weekly quizzes, homework assignments, and book logs given to students and surveys given to parents. As children grow and develop throughout elementary school, they may encounter some barriers that alter the process. They may also face helpful strategies that will aid them to move forward in the reading process. Above all, successful performance leads to positive attitudes and attitudes affect reading progression. Many factors may alter the attitude of children about reading. Some of these factors include self-concept, teacher and classroom environment, socioeconomic status, and parental involvement. There are many steps of action parents and teachers could take to lead children to be successful in the reading process and develop positive attitudes towards reading. Overall, children who develop positive attitudes toward reading are more likely to enjoy reading, be willing to read, and be life-long successful readers.

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