Abstract
The purpose of this study was to examine the impact of four incentive paths on third graders’ reading vocabulary and comprehension achievement and recreational and academic reading attitude. One hundred and twenty third-grade students were assigned to one of four incentive path treatment conditions. Data were analyzed using analysis of covariance (ANCOVA) with Fisher's least significant difference (LSD) post hoc comparisons. An effect size of .09 was calculated using a partial η2 (eta squared) statistic. Findings indicated that the four incentive path treatment conditions did not differentially impact student vocabulary, comprehension, and recreational reading. A significant difference for students’ academic reading attitudes was identified across the four incentive path treatment conditions.
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