Researchers have reported that a variety of socio-cultural interventions can be used to increase positive attitudes toward reading for secondary students. A socially constructed reading intervention could add learning growth for a reluctant reading population. This study examines whether secondary students experience a measurable increase in positive attitudes toward reading after engaging in modeling and mentoring sessions with a much younger student and whether there is a perceivable difference in the secondary students' attitude following this mentoring activity. A variation of the one-way ANOVA, the Mann-Whitney U test, was completed to determine whether there was a statistically significant difference between these groups of students after participating in the reading intervention plan. It was determined that a small increase was found in one of the domains. The measurement survey is divided into four measured components that align with Albert Bandura's model for self- efficacy. The results from this study indicated growth in only one of the measures, however, some of the outcomes in the other measures suggested potential growth in attitudes with a relaxation of these necessary experimental strictures. A limitation of this research was the change from face-to-face tutoring completed by the secondary student with elementary students in an afterschool program to the secondary student tutoring a younger member of their family who would be contactable during the stay-at-home orders in spring, 2021. The changes to the original experiment design were to accommodate for subject safety during the current worldwide pandemic of COVID-19.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833456 |
| Date | 08 1900 |
| Creators | Cross, Terry |
| Contributors | Middlemiss, Wendy, Allen, Carrie, Barrio, Brenda, Hull, Darrell |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 56 pages, Text |
| Rights | Public, Cross, Terry, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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