Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English by extrinsic or intrinsic motivation, and the motivational orientations could also influence their reading achievement. However, language problems that EFL learners encounter while reading can affect their willingness to read as well as their reading achievement. The purpose of this study was to investigate Taiwanese EFL students’ English reading motivation and its relationship with perceived language problems and reading achievement. 302 11th grade students from an urban district in southern Taiwan participated in the study. Measures included an English reading comprehension test, an English reading motivation questionnaire, and a questionnaire regarding language problems in reading English. A factor analysis was used to determine the motivational orientations. Multiple regression and correlation analysis were performed to examine the relationship among reading motivation, language problems, and reading achievement. The results showed that: 1) Taiwanese senior high school students were largely motivated to read English by extrinsic motivation, specifically the importance and instrumental utility of reading English and the drive for recognition and competition, although they could also be motivated by intrinsic motivation to read English for knowledge and social purposes. Moreover, extrinsic motivation to read for compliance was significantly associated with their English reading scores. 2) While reading English, unknown idiomatic expressions and vocabulary were frequently reported language problems that influenced students’ willingness to read. Nevertheless, lack of grammar knowledge was generally not considered a big language problem to most of the students while reading. 3) Language problems in reading English and reading motivation were correlated, and motivation to read for compliance, grammar knowledge, and overall reading comprehension were significant predictors of students’ English reading scores. This study highlights the influential role of extrinsic motivation to EFL students in English reading and the importance of knowledge of vocabulary and idiomatic expressions in order to help understand the meaning of English texts. It provides implications for English teachers in designing appropriate curriculum that suits students’ needs and interests, and also suggestions for choosing proper reading materials.

This dissertation describes the results of two studies that examined preservice and inservice teachers' knowledge of social and emotional learning (SEL) and its impact on academic achievement. Components of SEL, such as self-efficacy and self-regulation, play an important role in academic attainment and can be especially beneficial to young readers. One hundred and seventy inservice and 155 preservice teachers completed surveys that measured their overall knowledge of SEL concepts and perceptions regarding their preparedness for teaching SEL, its importance, and implementation. The descriptive results indicated both inservice and preservice teachers had some underlying knowledge regarding SEL, but performed poorly in identifying definitions of fundamental SEL terms. The large majority of preservice and inservice teachers felt SEL was important to academic achievement, but seemed conflicted about the role of SEL in classroom instruction. Responses from inservice and preservice teachers indicate they may feel underprepared for teaching SEL in their classrooms. Multiple regression analyses revealed preservice teachers' responses to items on the perceptions scales predicted overall knowledge scores. Analysis of Variance results indicated there were no differences by demographic variables on overall teacher knowledge scores and responses to perceptions scales. The results are consistent with previous findings on teachers' perceptions of SEL's importance. Implications for teacher preparation programs and classroom instruction are discussed along with directions for future research.

The cognitive processes underlying reading achievement in Chinese English immersion students are not yet clear. This study investigated the effects of phonological awareness (PA) and naming speed (NS) on reading achievement and explored the evidence for cross-linguistic transfer in Chinese English immersion students. In addition, the differences between immersion and non-immersion students on Chinese measures were examined. The participants were 135 English immersion students and 103 non-immersion students from Grades 2, 4, and 6 in mainland China. For English immersion students, English predictors proved to be strong predictors of English reading achievement at the three grade levels. However, the unique predictors of English reading achievement were English PA in Grades 2 and 4, but English NS in Grade 6. Chinese PA was a significant predictor of Chinese achievement, but only in Grade 2. There was little evidence of cross-linguistic transfer. With regards to the Chinese performance of the two groups of students, English immersion students demonstrated an advantage over non-immersion students in Grade 6, but no significant differences were found in Grades 2 and 4; these results suggest either the long-term effect of a bilingual program or a selection effect. Results are discussed in terms of theories of reading development, and suggestions are offered for overcoming the limitations of the present study in future research. / Thesis (Master, Education) -- Queen's University, 2008-09-01 19:45:30.791

Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains vii, 58 p. Includes bibliographical references.

Thesis (M.Ed.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 66 p. Includes bibliographical references.

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In response to fourth grade students' performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3rd grade students' low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3rd grade teachers' perceptions of the balanced literacy framework with regard to students' reading achievement. Vygotsky's theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants' responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers' Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students' school success and college and career readiness.

In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to evaluate the effects of the Journeys reading intervention on the reading achievement of students with disabilities using a comparative research design. The guiding research question for this quantitative project study addressed the difference in reading achievement scores for 3rd through 5th-grade students with disabilities who participated in the Journeys reading program and those who did not. The convenience sample consisted of 34 students with disabilities in Grades 3 through 5 during the 2013 and 2014 school years. Data from the 2013 and 2014 state reading assessments were collected and analyzed using a Mann-Whitney U Test. Results indicated that students with disabilities who received the Journeys program made more significant gains in reading than students who received the traditional program. The doctoral project included a program evaluation report that will be presented to the local school district. Social change implications include enhancing the reading achievement for students with disabilities through a more effective reading curriculum.

This study utilized the 2013 language arts data from the Mississippi Curriculum Test II to examine the impact Pre-k has on the reading achievement of low socio-economic African American students. This study was guided by one research question and employed a causal-comparative research design. The research question sought to determine the difference in MCT2 language arts scores of third grade students who participated in a school district’s Pre-k program and those who did not attend the district’s Pre-k program. The results indicated that there was a significant difference in the language arts scores of students who attended Pre-k and those that did not. The study concludes with implications for practicing educators and recommendations for future research.

The purpose of this study was to determine what impact a No Child Left Behind-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting? and (2) Is there a significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program and those students who did not participate in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting, while controlling for 2008 MCT2 language arts scores? To address the research questions, a causal comparative research design was used. The researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and performed a paired sample t-test to answer research question one. To answer research question two, the researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and for eligible students who did not participate in the afterschool tutoring program and performed a univariate analysis of variance. The results of this study were twoold. The scores of the participants improved. Results of the paired sample t-test analysis indicated a significant difference in the scores between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts. On the other hand, results of the univariate analysis of variance indicated that there was no significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of participants and nonparticipants. Recommendations for further research include conducting an experimental research design on afterschool tutoring and reading achievement in a rural school or rural schools, analyzing parental involvement while conducting research on afterschool tutoring and reading achievement in rural schools, and observing a regular classroom setting with comparison with an afterschool tutoring while conducting research on afterschool tutoring and reading achievement in rural schools.