Search

This report describes a research study in which motivational strategies were used to increase student enjoyment of reading and to foster a life-long love of reading. The targeted populations consisted of primary and middle grade students in three different urban midwestern settings. The problem of motivating students to read was documented through parent and student surveys, observations checklists, and student interviews. Analysis and intervention implementations regarding motivational reading strategies were supported by the hypotheses that students can be motivated to read more often, therefore, leading to a higher level of reading enjoyment. Solution strategies conducted consisted of lending libraries in the classroom, national incentive reading programs, backpack book activities, and Drop Everything And Read (D.E.A.R). These interventions were based on the analysis of related research and suggested strategies from renowned specialists in the reading field. Post intervention data indicated an increase in student's motivation to read and to choose reading as a leisure time activity. Contains 32 references, and 4 tables and 8 figures of data. Appendixes contain 4 reading survey instruments, checklists, and reading lessons. (Author/RS)

This action research project involved the implementation and evaluation of a program to increase use of appropriate social skills among third-grade students. The problem of inadequate social skills was documented by means of teacher observations and notice of misbehavior forms. Probable causes for students' lack of social skills were concluded to be the changing nature of society, media exposure, lack of positive role models, and the lack of formal social skills instruction. A variety of interventions involving classroom climate, character building, and cooperative learning were developed and implemented, including: (1) heightening student awareness through pre- and post-intervention surveys; (2) weekly character-building activities focusing on a specific quality; (3) teaching of cooperative learning skills; (4) teacher completion of daily checklists on personal/social growth skills; (5) teacher documentation of parent contact for disciplinary problems; and (6) record-keeping of notice of misbehavior forms. Assessment methods included teacher observations, parent contact data, the number of misbehavior referral forms, and the post-intervention survey of students. Results showed an increase in students' use of appropriate social skills. There was a decrease in misbehavior referrals, and teachers observed an increase in social skills. (Twelve appendices include survey forms and intervention activities. Contains 28 references.) (EV)