“Book Club Rules and Tutoring Drools”: An Intervention Mixed Methods Study of the Effects of an After-school Book Club on Third-Grade Boys’ Reading Achievement, Attitudes, Preferences

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dc.contributor.advisorMiller, Melinda
dc.creatorSmith, Lauren
dc.creator.orcid0000-0003-0290-8357
dc.date.accessioned2017-11-29T15:28:44Z
dc.date.available2017-11-29T15:28:44Z
dc.date.created2017-12
dc.date.issued2017-11-03
dc.date.submittedDecember 2017
dc.date.updated2017-11-29T15:29:15Z
dc.description.abstractThis intervention mixed methods study used a quasi-experimental design to investigate the effects of an after-school book club on third-grade boys’ reading achievement, attitudes, and preferences. During the 2015-2016 school year, seven third-grade boys from a South Texas elementary school attended an after-school book club in their school library as an alternative to traditional after-school tutoring. The nine-week book club was designed to motivate reading by incorporating the five components of internal reading motivation: perceived control, interest, self-efficacy, involvement, and social collaboration. In addition to reading and discussion, the book club also included adult male guest readers and a service project where participants self-selected books to purchase and add to the school library collection. Quantitative data were collected before and after the intervention in the form of reading assessments and motivation-to-read surveys. These data suggested that the book club intervention had a statistically significant positive impact on the participants’ overall reading achievement. Qualitative findings gathered through voice-recorded interviews and video-recorded book-club meetings revealed positive changes in the participants’ attitudes toward reading and reading preferences. Additional qualitative findings support prior research studies that suggest a social environment and collaboration can contribute positively to reading motivation.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/20.500.11875/2317
dc.language.isoen
dc.subjectReading motivation
dc.subjectReading achievement
dc.subjectReading intervention
dc.subjectSelf-selection
dc.subjectBook club
dc.subjectSchool library
dc.subjectAccelerated Reader
dc.subjectBoys and reading
dc.subjectCollaborative learning
dc.title“Book Club Rules and Tutoring Drools”: An Intervention Mixed Methods Study of the Effects of an After-school Book Club on Third-Grade Boys’ Reading Achievement, Attitudes, Preferences
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentLanguage, Literacy and Special Populations
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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