Identifier

etd-06082016-215945

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Reading is a basic life skill, and is paramount to students’ success in school. In fact, skilled readers tend to succeed in subject areas including mathematics, social studies, and science (Valleley & Shriver, 2003). Phonics is one of the cornerstones of learning to read. Without mastering phonics, students are more likely to experience persistent difficulties in reading (Elbro, 1996; Bus and Marinus H. van IJzendoorn, 1999; Rose, 2006). However, student motivation to read can impact the effectiveness of reading programs (Melekoglu, 2011). The current study examines the influence of motivation on the effectiveness of a phonics program with six first-graders who have struggled to learn to read. Students’ rates of learning to read were similar for phonics instruction programs utilizing combined constant time delay instruction and percentile shaping as they were for a phonics program utilizing constant time delay instruction alone.

Date

2016

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Noell, George

DOI

10.31390/gradschool_theses.2241

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Psychology Commons

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