To read or not to read: what are high school students' perceptions of Accelerated Reader?

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dc.contributor Clark, Chandra
dc.contributor Coleman, Julianne M.
dc.contributor Donovan, Carol A.
dc.contributor Scherff, Lisa
dc.contributor Stallworth, Brenda J.
dc.contributor.advisor Wilson, Elizabeth K. Windle, Tracy Meredith 2017-03-01T16:34:02Z 2017-03-01T16:34:02Z 2012
dc.identifier.other u0015_0000001_0000969
dc.identifier.other Windle_alatus_0004D_11164
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to explore ninth through twelfth grade students' perceptions of how the program has impacted their literacy practices in and out of school. This study explored students' perceptions of AR through a mixed-method approach. The first form of data collection was a twenty-question reading survey. The second form of data was collected qualitatively through focus group discussions and individual interviews. The results of the study show that the level of implementation of AR does affect overall reading interests of students, attitudes toward reading, and reading practices.
dc.format.extent 142 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Secondary education
dc.subject.other Reading instruction
dc.title To read or not to read: what are high school students' perceptions of Accelerated Reader?
dc.type thesis
dc.type text University of Alabama. Dept. of Curriculum and Instruction Secondary Education The University of Alabama doctoral Ph.D.

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