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dc.contributor.authorRossell, Amanda
dc.date.accessioned2022-07-14T17:04:28Z
dc.date.available2022-07-14T17:04:28Z
dc.date.created2008
dc.date.issued2008
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12783
dc.description.abstractThe purpose of this study was to determine what trends are evident among parents' storybook knowledge, students' reading levels, and students' motivation to read in one third grade classroom. Parents were assessed on their storybook knowledge by completing a checklist of children's book titles with foils embedded in it. Students' reading levels were then determined through running records. Students' levels of motivation to read were later determined through the use of a Motivation for Reading Scale. After collecting these data, scores on each measure were compared to locate trends among them. No observable trends were found. Storybook knowledge of parents of third graders did not appear to affect students' reading levels or motivation to read. Further analysis indicated that students' reading levels did not appear to be connected with their motivation to read. Thus, the results of this study suggested that because parents' storybook knowledge was not shown to impact third graders' reading levels or motivation to read, other factors that were not included in this investigation may be at work. Students' reading levels and motivation to read may be affected by the media, peers, or, most importantly, their school experiences.en_US
dc.subjectliteratureen_US
dc.subjectchildrenen_US
dc.subjectparentsen_US
dc.subjectmotivationen_US
dc.subjectreadingen_US
dc.titleA Study of Parents' Storybook Knowledge, Third Graders' Reading Abilities, and Third Graders' Motivation to Readen_US
dc.typeThesisen_US


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