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dc.contributor.advisor Siyahhan, Sinem en_US
dc.contributor.author Stevens-Wills, Zachary
dc.date.accessioned 2018-06-11T15:22:14Z
dc.date.available 2018-06-11T15:22:14Z
dc.date.issued 2018-06-11
dc.date.submitted 2018-06-06
dc.identifier.uri http://hdl.handle.net/10211.3/203715
dc.description.abstract This study used a quantitative research approach to investigate how students view themselves as readers. The purpose of the study was to identify the reading culture at a comprehensive high school in order to create a Silent Sustained Reading (SSR) program that was more responsive to student needs. Data from a school wide survey was analyzed using descriptive statistics. Additionally, a variety of correlation coefficients were run to analyze the relationship between aspects of student’s reading identities and their actions as readers. The findings suggest that having a positive reading identity and engaging in an SSR program do not produce student reading outside of class. en_US
dc.description.sponsorship Education en_US
dc.language.iso en_US en_US
dc.subject silent reading en_US
dc.subject high school en_US
dc.subject reading identities en_US
dc.title Understanding Student Reading Identities and the Influence of Silent Sustained Reading en_US
dc.genre Thesis en_US
dc.contributor.committeemember Chen, Rong-Ji en_US


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