A Study of the Impact of Extra Curricular Activities on the Reading Achievement of Middle School Special Education Students

Autor/in	Kedzior, Deborah M.
Titel	A Study of the Impact of Extra Curricular Activities on the Reading Achievement of Middle School Special Education Students
Quelle	(2016), (61 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of St. Francis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-9919-2
Schlagwörter	Hochschulschrift; Dissertation; Extracurricular Activities; Reading Achievement; Middle School Students; Special Education; Academic Achievement; Reading Fluency; Reading Comprehension; Statistical Analysis; Pretests Posttests; Questionnaires; Correlation; Predictor Variables; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Außerunterrichtliche Aktivität; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Leseverstehen; Statistische Analyse; Fragebogen; Korrelation; Prädiktor; Leseunterricht
Abstract	This study investigated extra curricular activities and their influence on the academic achievement in reading fluency and reading comprehension for the middle school special education student. The purpose of this study was to explain and clarify relationships among the variables providing insight to the significance of the special education students participation in extra curricular activities and their relevance to reading achievement. To date, no systematic investigation has considered extra curricular activities influence on reading achievement. This project took a quantitative approach to foster an association between the independent variable of participation in extra curricular activities and the dependent variable of growth in reading. AIMSweb Reading Curriculum-Based Measurement (R-CBM) and AIMS Maze were utilized as a pre and post test to measure reading achievement. The researcher provided a questionnaire/survey to each participant to complete. The questionnaires identified gender of subjects to determine if male and female students had similar exposure to extra curricular activities. The questionnaires also probed the quantity of extra activities in which each participant participated.The relationship between the variables were sought and interpreted. The correlation values were not statistically significant and the null hypotheses were retained. Extra activities do not impact reading fluency or reading comprehension of the middle school special education student. The study also indicated that no significant difference is noted in male and female middle school special education exposure to extra activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01