In a small, mixed method study, fifteen second grade students in one classroom in a low socioeconomic school were recruited to study their motivation in reading and writing and to see if their motivation improved with a collaborative reading-writing project. These fifteen children were given a pre-survey on their motivation to read and write to determine how they felt before the collaborative reading-writing project was started. As students completed their portion of the project, they were given the same survey questions as a post-evaluative tool. The researcher also interviewed students to get a more in-depth understanding on their feelings about reading and writing as well as their feelings about the collaborative project. Analysis of observations, pre- and post-surveys and interviews showed that the biggest motivation was the social interaction among students. The researcher hopes that through this analysis administrators can make positive changes in our schools and language arts curriculums.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-1699 |
| Date | 01 January 2007 |
| Creators | McCarthy, Erin Marie |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | HIM 1990-2015 |
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