This is a decommissioned version of ERA which is running to enable completion of migration processes. All new collections and items and all edits to existing items should go to our new ERA instance at https://ualberta.scholaris.ca - Please contact us at erahelp@ualberta.ca for assistance!
- 183 views
- 299 downloads
The Relationship between Social Acceptance and Literacy Achievement in Grade One
-
- Author / Creator
- Ansell, Nicole
-
Social factors, like social acceptance, are rarely included in conversations about improving children’s literacy achievement. This is problematic because of the connection between children’s social experiences and their ability to use language, including written language. Peer ratings of social acceptance and reading ability in 91 grade one students were investigated. We predicted that more socially-accepted students would have significantly higher reading scores than less-accepted students. Results showed that peer acceptance was not associated with reading performance. Explanations of findings and recommendations for future research are discussed.
-
- Subjects / Keywords
-
- Graduation date
- Fall 2018
-
- Type of Item
- Thesis
-
- Degree
- Master of Education
-
- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.