Date of Award

7-26-2016

Document Type

Restricted Access Thesis

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Kathleen Norris

Committee Member

Catherine Overson

Committee Member

Gail Mears

Abstract

This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading interventions generally perform better, although not significantly improved. Additionally, performance is better with any intervention, than no intervention. Further studies should examine format and exposure-periods to determine if Generative Reading can improve academic performance greater than other intervention.

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