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dc.contributor.advisorAntrim, Patricia A.en_US
dc.contributor.advisorRobins, Jennifer D.en_US
dc.contributor.advisorPentlin, Floyd C.en_US
dc.contributor.authorManring, Marissa S.
dc.date.accessioned2013-12-12T19:37:57Z
dc.date.available2013-12-12T19:37:57Z
dc.date.issued2013-12-12
dc.date.submitted2013-Summer
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/203
dc.descriptionIncludes bibliographical references (pages 61-64)
dc.description.abstractImproving the skills of students is a constant goal of educators. Many students arrive at school without the skills of successful readers. This thesis discusses the use of book buddy programs and how students can participate in these programs to expand their reading and social skills. This eight-week study focused on two groups of third-grade students in a rural elementary school. During library class time, participants in the control group read silently and participants in the test group were paired with a reading buddy. Groups completed a Social Skills Assessment (Children's Services Council of Broward County, 2006) and a Reading Attitude Survey (Community Education St. Paul Public Schools, 2012) at the beginning and end of the program. The participants’ Fountas and Pinnell levels and STAR scores were assessed before and after the program. Findings suggest that participants in the program increased their reading skills, but not attitudes or social skills.en_US
dc.format.extent1 PDF (ix, 71 pages)
dc.language.isoen_USen_US
dc.subjectThesis -- Reading (Elementary).
dc.subject.lcshReading (Elementary).
dc.subject.lcshTutor and tutoring -- United States.
dc.titleBook Buddy Programs: Providing Students with Improved Reading and Social Skillsen_US
dc.typeThesisen_US
dc.degree.disciplineLibrary Science and Information Services
dc.degree.grantorUniversity of Central Missouri
dc.degree.nameEd.Spec.
dc.degree.levelEducation Specialist


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    Theses written by graduate students at the University of Central Missouri.

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