Measuring Student Success: The Effectiveness of Scholastic Reading Counts!

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This study examines the Matthew Effect in children's reading ability development through an analysis of reading progress measured in a fifth grade classroom using the Scholastic Reading Counts! program.

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26 p.: ill.

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Krastin, Ashleigh 2015.

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This article is part of the collection entitled: The Eagle Feather and was provided by the UNT Honors College to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 156 times. More information about this article can be viewed below.

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UNT Honors College

The UNT Honors College is dedicated to enriching the undergraduate academic experience for talented, motivated, and well-prepared students. The college offers its members many benefits, including challenging classes, training in research methods and skills, eligibility to live in Rawlins Hall or Honors Hall, and a supportive social and academic environment.

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This study examines the Matthew Effect in children's reading ability development through an analysis of reading progress measured in a fifth grade classroom using the Scholastic Reading Counts! program.

Physical Description

26 p.: ill.

Notes

Abstract: Stanovich (1986) observed a phenomenon in literacy development he labeled the Matthew Effect. This notion proposes that there is a correlative connection between the amount of reading students accomplish and their advancement in reading ability. The current action research investigates his idea through the study of Scholastic Reading Counts! data in a fifth grade classroom. The purpose of this study was to examine the effectiveness of using Reading Counts! as an indicator of student success. The Reading Counts! program promotes independent reading and provides software-based assessment on various titles. Information was collected from the Reading Counts! portal that revealed each student’s personal Lexile level and individual data on every quiz taken. The findings indicated that as a student’s personal Lexile level increased their percentage of on-level texts read decreased, resulting in an inverse relationship. These results suggest the need for a more monitored approach to using Reading Counts!.

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  • Eagle Feather, Issue 12, University of North Texas Honors College: Denton, Texas. 2015

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  • Publication Title: Eagle Feather
  • Volume: 12
  • Issue: 2015
  • Peer Reviewed: Yes

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The Eagle Feather

Launched in 2004 by UNT's Honors College, The Eagle Feather was an interdisciplinary undergraduate research journal that promoted the work of students and their faculty mentors. The Eagle Feather was published annually until 2017 when it transitioned into the North Texas Journal of Undergraduate Research.

UNT Undergraduate Student Works

This collection presents scholarly and artistic content created by undergraduate students. All materials have been previously accepted by a professional organization or approved by a faculty mentor. Most classroom assignments are not eligible for inclusion. The collection includes, but is not limited to Honors College theses, thesis supplemental files, professional presentations, articles, and posters. Some items in this collection are restricted to use by the UNT community.

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  • 2015

Added to The UNT Digital Library

  • March 9, 2020, 6:45 p.m.

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  • April 15, 2020, 11:06 a.m.

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Krastin, Ashleigh. Measuring Student Success: The Effectiveness of Scholastic Reading Counts!, article, 2015; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1625037/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Honors College.

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