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Fun in the Sun Summer Reading Program

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Abstract This study examined the participation of 36 second and third grade students from six Title I schools in a summer school reading incentive program. Students attended the summer program who had not meet the reading requirements for their grade levels by the end of the previous school year. As…

Abstract This study examined the participation of 36 second and third grade students from six Title I schools in a summer school reading incentive program. Students attended the summer program who had not meet the reading requirements for their grade levels by the end of the previous school year. As part of the summer reading program students accessed free books on a variety of topics and earned incentives for bringing the books back and completing reading logs. This summer reading program was four sessions, thirty minutes, once a week during the one-month long summer program. Results indicate students' opinions about reading improved over the duration of the program. Likewise, the average number of books students read per week and the average number of minutes students spent reading per day increased from pre to post intervention. Limitations and implications are reported. Key words: summer reading, reading program, incentives, reducing reading gaps
ContributorsMineweaser, Lindsey Michelle (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
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Exploring Incentives and Juveniles' Probation Compliance

Description
Juvenile justice institutions have been slow to adapt their practices to the developmental challenges of adolescence. Traditional probation, which impacts the vast majority of justice-involved youth, is one such institution considering the primary goal is ensuring youth’s compliance with probation terms rather than long-term prosocial change. To better engage youth,…

Juvenile justice institutions have been slow to adapt their practices to the developmental challenges of adolescence. Traditional probation, which impacts the vast majority of justice-involved youth, is one such institution considering the primary goal is ensuring youth’s compliance with probation terms rather than long-term prosocial change. To better engage youth, jurisdictions are increasingly using graduated response systems that utilize incentives to reinforce desired behaviors in both the short- and long-term. Yet, little is known about what motivates youth. The current study tested three research questions. The first explored what types of incentives would motivate youth to do well on probation. The second tested what parents believe would motivate youth and how it compared to what youth desire. The final question investigated if older youth desired monetary incentives less than younger youth. Youth most desired praise-based incentives followed by privilege-based incentives and monetary incentives. Further, parents’ perceptions aligned with youths’ perceptions. Overall, these findings highlighted praise may be more impactful than previously thought, and further exploration is needed to understand its effect. Privilege and monetary-based incentives could still prove motivational for youth, but to a lesser degree than previously thought.
ContributorsRichardson, Justin Turner (Author) / Fine, Adam D (Thesis advisor) / Spohn, Cassia C (Committee member) / Stolzenberg, Stacia N (Committee member) / Arizona State University (Publisher)
Created2022