Article Title

The Effects on Social Reading Practices on Reading Achievement Scores and Attitudes towards Reading Among High School Students by Bethany Johnson

Authors

Abstract

This study examined the influence of socially based reading instruction on high school students’ reading comprehension and attitudes towards reading. Sixty one high school students were divided into two groups by grade level and given different reading instruction for six weeks. The ninth grade treatment group’s (N=33) instruction was based on Literature Circles, and the tenth grade control group’s (N=28) instruction on Independent Reading. Data for this mixed method study were collected from a reading aptitude measure and a written survey. Results indicated no significant difference in the reading comprehension or attitudes towards reading between the groups; however, significant findings among answers to the written survey were revealed within the two groups. While this study may have implications for all high school reading teachers, it is one of the first of its kind to focus on reading instruction in Seventh Day Adventist high schools.

Keywords: independent reading, literature circles, cooperative learning, secondary reading instruction

Recommended Citation

(2017) "The Effects on Social Reading Practices on Reading Achievement Scores and Attitudes towards Reading Among High School Students by Bethany Johnson," Journal of Interdisciplinary Graduate Research: Vol. 3, Article 3.
Available at: https://knowledge.e.southern.edu/jigr/vol3/iss3/3