ORCID
https://orcid.org/0009-0005-4973-5678
Date of Award
2024
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Jenny Yang
Second Advisor
Seokhee Cho
Third Advisor
Joan I Birringer-Haig
Abstract
This study explored the multifaceted dynamics affecting the academic performance of high-achieving elementary students on end-of-year reading exams. It examines the influences of gender, age, genre preferences, the frequency of book borrowing, and language modality of instruction, all within the context of the elementary school library. Methodologically, the study employs a quantitative correlational approach. The data source comprises students' demographics, class assignments, end-of-year reading scores, and library patron records. Through the lens of Bronfenbrenner’s Ecological Systems Theory, this research aimed to enrich our understanding of various interconnected systems in students’ environments, such as family, school, and community, with each level impacting the individual differently. Additionally, drawing on Jeanne Chall's influential framework of Stages of Reading Development, the study investigates how libraries can effectively address readers' diverse needs and abilities at a specific stage of reading development, promoting a culture of literacy and continuous learning. These findings emphasize the influence of societal expectations and the pivotal role of elementary school libraries in providing access to a wide range of reading materials and resources.
Recommended Citation
Deodato, Donna M., "AN EXPLORATION OF THE RELATIONSHIP BETWEEN READING HABITS AND READING ACHIEVEMENT IN ELEMENTARY SCHOOLS" (2024). Theses and Dissertations. 792.
https://scholar.stjohns.edu/theses_dissertations/792