Date of Award

2006

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Stephen O’Keefe

Second Advisor

Sandra S. Stroebel

Third Advisor

Joyce Meikamp

Abstract

The purpose of this study was to determine if attendance has any influence on student success during the Marshall University Summer Enrichment Program. This study compared student’s daily attendance records to gains in reading. Students were divided into two groups, those who missed no more than 2 days and those who missed 3 or more days. Missing no more than 2 days has been the traditional description in this setting for the program completion certificates. Running record reading probes were used to identify the student’s gain in reading skills. The data were analyzed using the Chi-Square test to determine the effect of high and low attendance on gains in reading. There was a significant effect of attendance on reading gain. Excluding the mandatory attendance group, the mean gain for high attendance was 2.08 while the mean gain for low attendance was 1.75.

Subject(s)

School attendance.

Reading readiness.

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