Increasing positive attitudes to influence student reading achievement

The purpose of this study was to determine if a relationship exist between a person’s attitudes towards reading and their reading achievement. The lowest achieving students generally have a negative attitude towards reading which hinders their academic progress. By using the guided reading levels and reading achievement levels as established by Fountas and Pinnell, this study determine if achievement in reading is connected to the attitude of the student. The attitudes towards reading will be surveyed on a pre and posttest given orally. By motivating the variable group of participants to read, through an incentive program where participants receive stars for each part of the Fountas and Pinnell Leveled Literacy Intervention daily lesson they successfully complete, I hypothesized that participants would be motivated to try their best and soak in more information during guided reading time which would lead to higher reading achievement