The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders’ Reading Achievement

Author:

Gentilini Lara M.ORCID,Greer R. Douglas

Publisher

Springer Science and Business Media LLC

Reference54 articles.

1. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303.

2. Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102, 773–785. https://doi.org/10.1037/a0020084.

3. Becraft, J. L., & Rolider, N. U. (2015). Reinforcer variation in a token economy. Behavioral Interventions, 30, 157–165. https://doi.org/10.1002/bin.1401.

4. Bly, B. D., & Greer, R. D. (2019). The result of enhancing the value of careful reading on reading achievement in fourth graders [Manuscript submitted for publication]. Teachers College, Columbia University.

5. Buttigieg, S. F., & Greer, R. D. (2020). Establishment of preference for books in free-play settings accelerates preschoolers’ rates of learning to read their first words [Manuscript submitted for publication]. Teachers College, Columbia University.

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