Changing Student Perceptions on Reading
Date of Award
Ed.D. in Educational Leadership
Department of Educational Administration
The purpose of this study was to find a way to increase low literacy skills for 5th- grade students in a charter school. The research explored the relationship between the attitudes, behaviors, standardized test scores, and perceptions related to student reading; parents' attitudes and perceptions related to their student's reading; and teachers' experiences and perceptions related to their students' reading. The study addressed the following research questions: What are Midwest Charter 5th graders' attitudes, behaviors, standardized test scores, and perceptions related to reading? What are Midwest Charter parents' attitudes and perceptions about their student's reading? What are Midwest Charter 5th grader teachers' experiences and perceptions of their students' reading? The study's research design was a mixed method, consisting of quantitative and qualitative data to evaluate how to increase student literacy rates. For the quantitative portion, surveys were given to one hundred and fifty-one students and parent participants to analyze the attitudes, behaviors, and behaviors regarding literacy. The qualitative research method focused on individual teacher interviews and student focus groups to determine commonalities. The most important conclusion drawn from the study is a connection between student perceptions and literacy rates. The research identified a relationship between a visual text and increasing literacy rates for students and providing training for teachers to increase their knowledge to promote differentiating the type of reading structures and genres in any classroom setting. In conclusion, implementing graphic novels may increase student perceptions of reading and literacy rates.
Elementary Education, Reading Instruction, literacy, elementary students, graphic novels, positive reading perceptions
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Hunter, April C., "Changing Student Perceptions on Reading" (2022). Graduate Theses and Dissertations. 7145.