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Hits 21 – 40 of 48
21
ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK
Cho, Byeong-Young
. - 2011
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22
A MULTI-METHOD DESIGN TO INVESTIGATE THE ROLES OF READING STRATEGY USE AND READING INTEREST IN COMPREHENSION OF ENGLISH EXPOSITORY TEXTS FOR EIGHTH GRADERS IN THE EFL CONTEXT
Lin, Chien-Yu
. - 2011
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23
A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts
Dromsky, Ann
. - 2011
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24
Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States
Huh, Hyejin
. - 2011
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25
Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds?
Zelinke, Sarah
. - 2011
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26
Validating a Theory-based Model of L2 Reading Comprehension: Relative contributions of content-specific schematic knowledge and L2 vocabulary knowledge to comprehending a science text
Oh, Eunjou
. - 2010
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27
STUDYING EPISTEMIC COGNITION IN THE HISTORY CLASSROOM: CASES OF TEACHING AND LEARNING TO THINK HISTORICALLY
Maggioni, Liliana
. - 2010
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28
Beyond Storytime: Whole Class Interactive Reading Aloud in Kindergarten
Christenson, Lea Ann
. - 2009
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29
Plagiarism, Textual Borrowing, or Something else?: An L2 Student's Writing-from-sources Tasks
Suh, Soo Jung
. - 2008
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30
The Relations of Children's Perceived Support for Recreational Reading from Parents and Friends to Their Motivation for Reading
Klauda, Susan Lynn Lutz
. - 2008
Abstract:
This study investigated children's perceived support for their recreational reading from their mothers, fathers, and friends in relation to their reading motivation and habits. Models from the reading domain, including the engagement model of reading (Guthrie & Wigfield, 2000) and McKenna's (1994) model of reading attitude acquisition guided the study, as well as theories from the broader study of motivation, including self-determination theory (Ryan & Deci, 2000a) and expectancy-value theory [Eccles (Parsons) et al., 1983]. The study focused on children in the upper elementary grades, as relatively little research has examined the role that socialization agents play in this age group's reading motivation and activity. Participants, who included 130 fourth-graders and 172 fifth-graders, completed the newly developed Reading Support Survey (RSS) and surveys of their reading motivation and habits. Scores on three reading achievement indicators were obtained. Seven hypotheses were tested, six of which were partially or fully substantiated. Paired sample comparisons that examined individual RSS items indicated that children perceived greater reading support from their mothers than their fathers and friends in several regards. Factor analysis demonstrated the multidimensionality of perceived reading support. Four dimensions were apparent, but differed from those predicted in that support type was an organizing element as much as support source. Girls perceived greater friend support than boys, and fourth-graders reported receiving more books as presents than fifth-graders. Girls and fourth-graders showed somewhat more positive profiles of reading motivation and frequency. Each of the four dimensions of reading support correlated significantly with at least three of five reading motivation dimensions and three of four reading frequency variables studied. Moreover, multiple regression analyses indicated that parent and friend support contributed uniquely to the prediction of reading motivation and frequency, controlling for reading achievement, gender, and grade level. Additionally, cluster analysis indicated that participants could be grouped into five clusters based on their profiles of reading support; further analyses showed how these clusters differed in reading motivation and frequency.
Keyword:
Developmental
;
Education
;
Educational Psychology
;
elementary school students
;
friends
;
mother and fathers
;
perceived support
;
Psychology
;
reading motivation
;
recreational reading
URL:
http://hdl.handle.net/1903/8832
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31
Effectiveness of false correction strategy on science reading comprehension
Ghent, Cynthia
. - 2008
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32
Reading Beyond the Page: Contextualizing Reading Within the Lives of Avid Readers
Nolan-Stinson, Jennifer Anne
. - 2008
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33
Middle-School Students Coomprehending, Analyzing, and Evaluating Persuasive Text
Leon, Tina Marie
. - 2008
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34
The bilingual acquisition of compound words and its relation to reading skills
Cheng, Chenxi
. - 2008
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35
Strategy Awareness-Raising for Success: Reading Strategy Instruction in the EFL Context
Lee, Kyoung Rang
. - 2007
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36
How Seventh Grade Readers Who Completed An Intensive Phonics Intervention Program in Sixth Grade Comprehend Informational Text
Stein, Sharon Rent
. - 2007
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37
Exploring the Interplay Between Fifth-Grade Readers' Knowledge, Interests, and Beliefs and Their Perceptions of the Persuasiveness of Text
Palladino, Jessica Vollmerhausen
. - 2007
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38
Factors That Motivate Fifth-Grade Students To Read During Sustained Silent Reading (SSR)
Newman, Terry Harlowe
. - 2007
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39
The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read
Gibson, Rebecca April
. - 2007
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40
Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement
Rathbun, Amy Hanley
. - 2007
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