Book Buddies: Building Better Reading Attitudes
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Transcript of Book Buddies: Building Better Reading Attitudes
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Green Holly Elementary SchoolJean Kim, Kelly Stoeckle & Courtney Tyra
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Justification Problem: Low MSA reading test scores Root cause: Lack of reading outside of the
school setting
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Strategy Book Buddies program
2nd grade students read to kindergarten & 1st grade students
20 minutes sessions Reading to younger students will hopefully have a
positive effect on students’ attitudes towards reading.
Hearing older students read will hopefully have a positive effect on students’ attitudes towards reading.
Many other school uses Book Buddies program to help students enjoy reading.
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Research Question
What effects does a Book Buddy program have on students’
attitudes about reading?
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Data collection plan
Data source 1
Data source 2
What effects does a Book Buddy program have on students’ attitudes about reading?
Pre-test reading attitude survey
Post-test reading attitude survey
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Pre-post assessment items
The Elementary
Reading Attitude Survey
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Example questions
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Detailed description of intervention
Pre-InterventionClass descriptions
○ Listeners: two kindergarten classes and one first grade class
○ Readers: three second grade classesSurvey was administered before the first session
○ Listeners were pulled to take the survey in small groups
○ Readers were given the survey as a whole classListeners were instructed on appropriate behaviors
while being read to by readers
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Detailed description of Detailed description of interventionintervention
The Intervention Students met two to three times for 20 minute sessions
▪ One session per week over a three week period The readers used a different self-selected book for each
session Students worked in pairs or small groups with at least
one reader and one listener▪ Readers were instructed to read their book to their
listener and discuss the story after reading Teachers monitored the students and reminded them of
the task as necessary
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Detailed description of Detailed description of interventionintervention Post- Intervention
Survey was administered after the last session
Listeners were pulled to take the survey in small groups
Readers were given the survey as a whole class
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Pre-post findings
Pre-test compared to post-test scores overall Pre-test average score: 16.90Post-test average score: 16.94
○ p= .45 Listeners pre-test compared to post-test
Pre-test average score: 16.81Post-test average score: 16.75
○ P=.44 Readers pre-test compared to post-test
Pre-test average score: 17.02Post-test average score: 17.17
○ P=.38
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Pre-post findingsPre-post findings Readers compared to listeners in pre-
test scores Listeners Pre-test average score: 16.81 Readers Pre-test average score: 17.02
▪ p= .37 Readers compared to listeners in post-
test scores Listeners Post-test average score: 16.75 Readers Post-test average score: 17.17
▪ p= .26
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Findings from observations Overall, no significant differences were
found between pre and post test scores No significant differences were found between
the listeners pre and post-test scores No significant different differences were found
between the readers pre and post-test scores No significant differences were found between
readers and listeners pre-test scores No significant differences were found between
readers and listeners post-test scores
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Answers to research questions
What effects does a Book Buddy program have on students’ attitudes about reading?No significant differences were found in
students’ reading attitudes after the intervention
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Limitations Small sample size Inadequate number of sessions Varying grade levels in listening group Response bias Difficulty answering the questions Ceiling effect
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Next steps?
Future ResearchLarger sample size Compare only two grade levelsIncreased number of sessionsDecrease the level of difficulty of survey
questions Future research could examine the effects of
Book Buddies on:Time spent reading in and out of school Motivation to readReading self-efficacy
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Back to the big picture Although we did not find any significant
effects of our Book Buddies program on student attitudes about reading, there were no significant decreases in attitudes, implying that Book Buddies was not detrimental.
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Reference
Bornstein, M. & Lamb, M., (2011). Cognitive development: An advanced textbook. Psychology Press, New York: New York, 158.
McKenna, M. & Kear, D., (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.