| The purpose of this quantitative study was to examine the effects of individual student goal setting on reading achievement. This study focused on students in second and third grades in an elementary school district in the west suburbs of Chicago. General education, special education, and bilingual students comprised the treatment group of approximately 130 students. Specific student subgroup data analyzed were male, female, Hispanic, white, low income, and non-low income. Data were collected from two different literacy benchmark assessments. The assessment data were collected in fall and then again in spring. A growth score was calculated for each student by subtracting the fall score from the spring score on each assessment. Analyses of data showed individual student goal setting significantly affected reading achievement. |
