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1.
The authors examined the extent to which classroom-specific relationships between students’ gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls’ advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.  相似文献   

2.
First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.  相似文献   

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4.
Abstract

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG) who followed the official reading instruction program. During the year, the IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. These findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum to enhance children's reading motivation and improve their reading skills. Special attention should be paid to prevent a decline in young children's motivation as it may predict their future involvement in reading.  相似文献   

5.
This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing.  相似文献   

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7.
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.  相似文献   

8.
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.  相似文献   

9.
The purpose of this study was to extend the research on adolescents’ motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students’ performance on a standardized measure of reading comprehension.  相似文献   

10.
Considerable evidence supports that close to two thirds of all fourth-grade students read at less than adequate levels on reading achievement tests and that the problem has persisted for decades. This study of 1,064 third-grade students at risk for reading failure uses path analytic techniques to measure a hypothesized model linking developmental spelling, sight- and pseudo-word reading, and reading fluency to achievement on an end-of-year state reading test. While all hypothesized paths were found to be significant, paths not hypothesized were also significant. These paths included direct effects for spelling development on fluency and reading achievement, as well as the direct effect of sight-word reading on state reading achievement. In total, the model predicted 41.9% of the variance in state reading achievement and found that students proficient at foundational reading skills were 7 times more likely to be proficient on the state reading achievement assessment.  相似文献   

11.
For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring.  相似文献   

12.
This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students’ achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.  相似文献   

13.

Although educational games have been used for a considerable time, their true potential for enhancing achievement and motivation is still being explored. We argue in this paper that we may get closer to realizing this potential if the theoretical underpinning of educational games is improved. We developed a simple interactive math game based on insights from cognitive load and game design theory, in which players solve mathematical problems competitively and creatively. To investigate the effects of the game on achievement and motivation, we ran an experiment with fifth- and sixth-grade students. Our results show that students who played the game achieved better math results than those who did not. We did not find any significant differences in math motivation. Another promising finding, albeit beyond the scope of our hypotheses, relates to the potential effects of math games on student behavior.

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14.
ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.  相似文献   

15.
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.  相似文献   

16.
Yuyang Cai 《教育心理学》2017,37(2):192-204
Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students’ reading achievement. A post hoc analysis was performed to examine this issue among Chinese and Finnish adolescents who participated in the PISA 2009 reading programme. A multigroup structural equation modelling found the suppression pattern among the three strategies: control strategy is positively related to reading literacy and this association increases substantially once memorisation and elaboration strategies are accounted for. There is evidence that Chinese adolescents outperformed their Finnish counterparts due to larger suppression effect from elaboration. Implications for models of learning strategies and intervention are discussed.  相似文献   

17.
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher–student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students’ achievement in classes with lower degrees of process orientation and a less effective use of instructional time.  相似文献   

18.
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.  相似文献   

19.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

20.
In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order hierarchical multiple regression analysis. Results showed that even after removing variance from these variables, the motivation constructs accounted for additional variance. However, only reading task value was a statistically significant positive predictor of reading comprehension, whereas the relationship between reading efficacy and reading comprehension did not reach statistical significance. Thus, reading task value seems particularly important because it can override the contributions of other important constructs. In terms of education, the findings suggest that an emphasis on cognitive constructs such as prior knowledge and strategic text-processing should not make us overlook the specific importance of promoting motivation for reading comprehension.  相似文献   

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