Term of Award
Spring 2014
Degree Name
ED.S in Instructional Technology
Document Type and Release Option
Education Specialist Paper (restricted to Georgia Southern)
Department
Leadership, Technology, and Human Development
Education Specialist Chair
Randy Carlson
Education Specialist Chair Email
rcarlson@georgiasouthern.edu
Abstract
This study focused on the effects of the AR program with and without motivational incentives on second grade students’ reading comprehension and fluency levels. STAR and AIMSweb-RCBM assessments were administered at the beginning and end of the study for pretest and posttest data. During the six week study, the experimental class participated in the AR program while receiving motivation incentives based on each participant’s individual performance. The comparison class participated in the AR program but without motivational incentives. A one-way between-subjects ANCOVA was performed in order to determine if significant differences exist in independent reading comprehension and fluency level based on the method of instruction. For reading comprehension, it was concluded that posttest STAR scores were higher in the presence of motivation incentives than without motivational incentives. For reading fluency, it was concluded that posttest AIMSweb R-CBM scores did not differ based on the presence or absence of motivational incentives.
Recommended Citation
Hill, Katherine A., "The Effect of the Accelerated Reader Program With and Without Motivational Incentives on Students’ Reading Comprehension and Fluency Levels" (2014). Instructional Technology Education Specialist Research Papers. 15.
https://digitalcommons.georgiasouthern.edu/edu-papers/15
