The effects of a volunteer recreational reading program that utilizes a self-report measure : and pupil incentives on the attitude toward reading of selected pupils in grades one, two and three

The purpose of this study was to determine the effects of a single, specific volunteer recreational reading pro-gram that utilizes self-report measures and provides pupil incentives intended to improve the expressed attitudes toward reading of selected groups of pupils in grades one through three.

For the 1984-85 school year a short-term reading incentive program was planned and implemented throughout an urban school system. Some of the reading experiences and all incentives to read occurred during the school day. The main thrust of the program, however, was developed to be carried out during after school hours. Categories of competition were formed and prizes were awarded as incentives.

Attitudes of 241 pupils toward reading before the implementation of the program and after the completion of the program were assessed with the use of the Heathington Primary Reading Attitude Scale. In addition, ninety-one participants were interviewed by the researcher. Participants maintained a record of the number of minutes read daily and this record was verified by parents.

Nonparametric statistics were used in the analysis of the data. Tests included the Wilcoxon Matched-Pairs Signed Ranks Test, Kruskal-Wallis One Way Analysis of Variance, and Spearman Rank Order Correlation Coefficient. The interview data were analyzed for type of response and frequency.

The findings of the study included the following:

1. Pre- and posttest medians on the attitude scale were not significantly different.

2. There was a nonsignificant correlation between the number of minutes students reported reading and their post attitude score.

3. A comparison of minutes of reading during week one with week four of the study showed a highly significant negative effect.

4. There was not a significant difference in pupil attitude toward reading between grade levels.

5. The interview data revealed that 96 percent of the students had positive feelings toward the program, 79 percent believed they would read more because of the program, and 78 percent believed they would continue to read more after the program.