The use of rewards in reading fluency interventions: considerations for student achievement and motivation
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Turri, Mary Gwendolyn
issued: 2019-09-27T22:41:58Z
issued: 2019
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Across Canada, thousands of children are struggling readers. In British Columbia alone, between 18 and 22% of students are below provincial reading expectations (BC Ministry of Education, 2016). As a critical component to reading success, yet often neglected in classroom instruction, reading fluency is a viable intervention target to help remediate these challenges. Due to concerns regarding intrinsic motivation, the use of rewards in an educational context is contentious. However, for students who are not already intrinsically motivated to read, providing extrinsic reinforcers such as a tangible reward may serve as a way to effectively engage them in reading activities and encourage practice. The current evidence base for reading fluency interventions shows mixed results for whether adding tangible rewards produces any incremental gains in reading fluency. This study examined the effects of tangible rewards within the context of a standard protocol reading fluency intervention on reading and motivation outcomes. Using a multiple-baseline multiple-sequence across participants design, participants completed an intensive 8-week standard protocol reading fluency intervention with and without rewards, in a counter-balanced sequence across participants. Results indicated that across reading measures, there was no differentiation between the rewards and no rewards conditions, suggesting that rewards did not appear to either help or hinder performance on reading measures. Similarly, rewards did not appear to affect participants’ self-reported motivation to read. Across conditions, the intervention was effective in improving direct fluency gains on instructional passages for five out of six participants across both multiple baselines. For between-session fluency gains, the intervention was effective for one participant. The intervention was not effective in improving generalized gains in reading fluency. Results are discussed in terms of implications for educators, limitati…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/71797
note: THE USE OF REWARDS IN READING FLUENCY INTERVENTIONS: CONSIDERATIONS FOR STUDENT ACHIEVEMENT AND MOTIVATION by Mary Gwendolyn Turri B.A. (Hons), The University of Calgary, 2010 M.A., The University of British Columbia, 2014 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (School Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2019 © Mary Gwendolyn Turri, 2019 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: The Use of Rewards in Reading Fluency Interventions: Considerations for Student Achievement and Motivation submitted by Mary Gwendolyn Turri in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology Examining Committee: Dr. Sterett Mercer Supervisor Dr. Pat Mirenda Supervisory Committee Member Dr. Laurie Ford Supervisory Committee Member Dr. Janet Jamieson University Examiner Dr. Lee Gunderson University Examiner iii Abstract Across Canada, thousands of children are struggling readers. In British Columbia alone, between 18 and 22% of students are below provincial reading expectations (BC Ministry of Education, 2016). As a critical component to reading success, yet often neglected in classroom instruction, reading fluency is a viable intervention target to help remediate these challenges. Due to concerns regarding intrinsic motivation, the use of rewards in an educational context is contentious. However, for students who are not already intrinsically motivated to read, providing extrinsic reinforcers such as a tangible reward may serve as a way to effectively engage them in reading activities and encourage practice. The current evidence base for reading fluency interventions shows mixed results for whether adding tangible rewards produces any incremental gains in reading fluen…
has type: Thesis/Dissertation
date issued: 2019-11
is shown at: 10.14288/1.0381030
language: eng
degree discipline: School Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/71797