Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

James D. Kirylo

Abstract

The purpose of this study was to determine the impact of a self-assessment rubric on a students’ ability to self-monitor and self-regulate engaged reading behaviors. The research attempts to answer the following question: What impact does self-assessment have on the engagement of second-grade students during Independent Reading? Using an action research design, data was collected using a pretest and posttest, weekly engagement assessments, field notes and pre/post interviews. Both the quantitative and qualitative data were collected over a period of six weeks on Mondays and Wednesdays during Independent Reading. Student-participants included seven second-grade students and their classroom teacher as a teacher-participant. The student-participants varied in achievement, race and socio-economic status. The setting for the study was a rural, Title I public school in central South Carolina. The participant-researcher analyzed the data collected and found that self-assessment had a positive impact on student engagement during Independent Reading.

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