Attitudes

This study investigated the effects of a reading strategy, repeated readings, on third grade students ’ reading achievement and attitudes. One hundred sixteen third grade students as members of six classrooms in one elementary school participated in this 10 week study. Using a quasi-experimental pretest posttest design, students ’ mean reading scores and mean reading attitude scores were evaluated. The Measures of Academic Progress test was used to collect data on students ’ reading achievement (Northwest Evaluation Association, 2009), and student attitudes toward reading were measured by the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990). Data was analyzed using analysis of covariance (ANCOVA) to determine if there was a statistically significant difference between observed differences in mean scores of treatment and control groups. No significant differences were found for students receiving the repeated readings intervention compared to students who did not receive treatment. Additionally, data analysis from the ERAS revealed no significant differences in students ’ mea