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    • Page 47

    • 43 Table 1. Pre and Post Project Elementary Reading Attitude Survey (ERAS) Scores ________________________________________________________________________ Students Recreational Academic Full Post Full Percentage Percentage Scale Scale...
    • Page 49

    • 45 the fifth grade is at least 600 minutes per month—much more than the 240 minutes indicated by these target participants. Survey results red-flagged students for possible project inclusion. Post project Interest-A-Lyzer© results for all...
    • Page 50

    • 46 Table 2. Teacher Observation Pre and Post Scores and Gain Scores ________________________________________________________________________ Student Pre Project Observation Post Project Observation...
    • Page 51

    • 47 reading positivity, and improved reading attitudes. The researcher was especially interested in comments mentioning factors such as increased reading time at home, student verbalized enjoyment of club activities, and comments declaring...
    • Page 53

    • 49 Upon completion of the project, parents were again surveyed for opinions concerning home reading attitudes. Table 5. Final Parent Survey Results ________________________________________________________________________ Observed/ Increased time...
    • Page 54

    • 50 When surveyed at the completion of the project, participants shared reflections on how the researcher/facilitator helped maintain enthusiasm and interest throughout the duration of the project. Table 6. Final Post-Project Participant...
    • Page 55

    • 51 no longer think reading is a waste of time like I used to”. S7 stated, “Reading before was boring, but it is really great now”. S8 stated, “At first I didn’t know how to pick a good book, so it was hard to find good books. Then I went...
    • Page 56

    • 52 noted from regular classroom teachers. Common threads were present in these final surveys: increased interest in books, increased time dedicated to reading, on-task reading behaviors during reading time, and overall attitudes reflecting...
    • Page 57

    • 53 Independent Reading Minute Logs Student maintained logs (in the form of a calendar) of at-home reading minutes throughout this project (Appendix L). Careful attention was given by project participants to record time spent at home performing...
    • Page 58

    • 54 Student Journal Reflections Weekly journal entries were implemented and drawn on as a reflection of changing reading outlooks (appendix M). Participants were instructed to answer researcher provided prompts once weekly. These telling journal...
    • Page 59

    • 55 each reading assignment, S6 also commented in her reading journal that “if you don’t read the book and then you want to talk about the book, if you haven’t read the book, you won’t know what anyone is talking about. But, if you read, you...
    • Page 60

    • 56 learned during this project, S9 stated, “I learned that good readers stay focused, they stick with it, and they finish the job. They also pay attention. I learned that reading each night is important”. Table 10. Common Themes Noted in...
    • Page 69

    • 65 progress monitoring scores), emphasis on project success was not initially profoundly placed with marked reading fluency score improvement, but rather, reading enthusiasm and actual time spent reading both at home and at school were greater...
    • Page 42

    • EL INFORMATION PROCESSING IN MATH 35 Eight of the twelve participants responded they find a list of difficult words is helpful when working with story problems during math lessons, while nine participants said it is helpful for them to have...


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