The purpose of this study was to investigate the effect of instruction and use of a study method on scores achieved students in fourth grade compared with scores achieved by students in fourth grade who had not practiced that study method.A total of eighty-three students participated in the study. The subjects were members of four intact fourth grade classes in two separate buildings in a school system in northern Indiana. One intact class in each building was considered to be the comparison group and the other served as the experimental group. There were forty students in the comparison group and forty-three students in the experimental group. Membership in an intact class assigned to a specific teacher was the basis for assignment to the comparison group or to the experimental group. Classes were assigned to the comparison group or to the experimental group on a random basis.A rank was assigned to each student by the classroom teacher on the basis of individual academic performance and capability. Students were ranked in the upper third, middle third or lower third of the class. Four instruments were devised and administered in a counterbalanced pattern. Each student in the study responded to all four instruments through repeated measurements. The instruments were administered at the beginning of the study and at intervals of fourteen school days thereafter. Experimental teachers were provided instruction in the SQ3R Study Method in an inservice presentation prior to the beginning of the study. Following administration of the first measurement, the SQ3R Study Method was initiated with the experimental group. The comparison group did not receive instruction in that method. After fourteen school days, the second measurement was taken and treatment was suspended for fourteen school days. At the end of that period the third measurement was taken and the SQ3R Study Method treatment was resumed with the experimental group. The final measurement was administered on the fortysecond school day.A repeated measures analysis of variance was the statistical treatment applied showing the independent variable sex not to be a factor significantly contributing to differences among scores. A multivariate analysis of variance was applied to independent variables: membership in the experimental or comparison group; student rankings in the upper, middle or lower third of the classroom; and attendance at one of the schools participating in the study.The findings of this study suggest that fourth grade students can profit from instruction in the SQ3R Study Method. The experimental group demonstrated evidence of regular increase in mean scores achieved to a statistically significant degree, but the comparison group did not.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph.D.)--Boston University.

The purpose of the present study was to investigate the effects of Accelerated Reader on the reading motivation and achievement of fourth grade students. The participants were 68 fourth grade students who attended an elementary school in a suburban location north of a large Midwestern city. Quantitative and qualitative methods were employed in the investigation to understand and analyze the effects of the program.Quantitative methods utilized a pre/post-test design using the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzzoni, 1996) to assess motivation and the STAR Reading Diagnostic Test (Renaissance Learning, 2002) to measure achievement through instructional reading levels. Participants were divided into three groups based upon the total number of Accelerated Reader points they had accumulated during a continuous 14 week period. Analyses compared the differences in gains in motivation and reading achievement among the groups. The only significant effect noted was that the higher the number of Accelerated Reader points accumulated, the smaller the decrease in motivational scores. A comparison of the number of books read among the groups revealed the group obtaining the highest number of points read significantly more books than the group with lowest.Qualitative measures consisted of the administration of the Conversational Interview portion of the Motivation to Read Profile (Gambrell, et al., 1996) to nine students, three randomly selected from each of the previously established groups. Interviews were conducted to gain information concerning students' motivation for reading through the construction of theories based upon consistencies and differences among and between groups' responses. The categories within which all themes were grouped included motivations for book selections, reasons for reading, and the amount of knowledge retained through reading. Very little mention of Accelerated Reader was made in any portion of the interview sessions. / Department of Elementary Education

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains viii, 179 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 141-146).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1983. / Source: Masters Abstracts International, Volume: 45-06, page: 2770.

Thesis (Ph. D.)--University of Nebraska, 1992. / Includes bibliographical references (leaves 129-136).

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.