The Influence of Differing the Paths to an Incentive on Third-Graders' Reading Achievement and Attitudes

Authors

Parker C. Fawson, Utah State University
D. Ray Reutzel, Utah State University
Sylvia Read, Utah State UniversityFollow
John A. Smith, University of Texas at Arlington
Sharon A. Moore, Literacy Enrichment and Development

Document Type

Article

Journal/Book Title/Conference

Reading Psychology

Volume

30

Issue

6

Publisher

Taylor & Francis

Publication Date

12-1-2009

First Page

564

Last Page

583

Abstract

The purpose of this study was to examine the impact of four incentive paths on third graders’ reading vocabulary and comprehension achievement and recreational and academic reading attitude. One hundred and twenty third-grade students were assigned to one of four incentive path treatment conditions. Data were analyzed using analysis of covariance (ANCOVA) with Fisher's least significant difference (LSD) post hoc comparisons. An effect size of .09 was calculated using a partial ŋ² (eta squared) statistic. Findings indicated that the four incentive path treatment conditions did not differentially impact student vocabulary, comprehension, and recreational reading. A significant difference for students’ academic reading attitude was identified across the four incentive path treatment conditions.

Comments

Originally published by Taylor & Francis. Purchase options for full text available through remote link.

Recommended Citation

Fawson, P., Reutzel, R., Read, S., Smith, J., Moore, S. (in press). The influence of differing the paths to an incentive on third-graders' reading achievement and attitudes. Reading Psychology.