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An Investigation of the Relationship Between Amount and Type of Reading of 5th Grade Students and their Reading Achievement

机译:五年级学生阅读量,阅读类型与阅读成绩关系的调查

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摘要

This study examined the relationship between amount and type of reading of 5th grade students and their reading achievement. To generate answers to the research questions, four variables were investigated: students' gender, students' self-concept as a reader, students' value of reading, and students' reading achievement. The type of reading and amount of reading were then related to these variables. Fifty students completed a Daily Out-of-School Time Activity Log for a one-week period. They completed the Motivation to Read Profile (MRP) (Gambrell, et al., 1996) and a questionnaire about topics of interest to 5th grade students. The Stanford Achievement Test (SAT10) was used to determine students' reading level. The five most frequently selected materials were: novels, directions, Internet sites, electronic games, and something that the student wrote. The reading logs were analyzed to determine how many hours each student read during the 7 day time period. Approximately 36% of the students read at least one hour per day or more during this study. Thirty-eight (76%) of the fifty students read from 0 to 2 hours during the weekend and 15 (30%) students read from 0 to 2 hours during the weekday time period. There were no significant correlations found between amount of reading and any of the variables of self-concept, value of reading, total score on MRP, or SAT10. Above average readers had a tendency to score higher on value of reading and self-concept as a reader. There were no significant differences found between boys and girls between amount of reading and any of the aforementioned variables. There was a tendency for girls to value reading more than boys. Boys identified the reading of electronic games significantly more often than did girls. Type of reading was not significantly related to any of the variables. There was not much difference between girls and boys in relation to total hours reading and any of the variables. A total of 14 boys and 17 girls read something from the public library during their 7-day period. The participants chose to read as their favorite topics: fantasy characters, sports, and characters who do amazing things. This study revealed the important place that technology has in the reading lives of adolescents.
机译:本研究探讨了五年级学生的阅读量,阅读类型与他们的阅读成绩之间的关系。为了产生研究问题的答案,调查了四个变量:学生的性别,学生作为阅读者的自我概念,学生的阅读价值和学生的阅读成绩。然后,阅读类型和阅读量与这些变量相关。 50名学生完成了为期一周的每日课外活动日志。他们完成了阅读动机(MRP)(Gambrell等,1996)和一份有关五年级学生感兴趣的主题的问卷。斯坦福成就测试(SAT10)用于确定学生的阅读水平。最常选择的五种材料是:小说,指导,互联网站点,电子游戏以及学生写的东西。分析阅读日志以确定在7天的时间段内每个学生阅读了多少小时。在这项研究中,大约36%的学生每天至少阅读一小时或更长时间。五十名学生中有三十八名(76%)在周末从0到2小时阅读,而15名(30%)学生在工作日从0到2小时阅读。在阅读量和任何自我概念变量,阅读值,MRP总分或SAT10变量之间没有发现显着相关性。高于平均水平的读者倾向于在阅读价值和自我概念方面得分更高。在阅读量和上述任何变量之间,男孩和女孩之间没有发现显着差异。女孩倾向于比男孩更重视阅读。男孩比女孩更常识读电子游戏。阅读类型与任何变量均无显着相关。在总阅读时间和任何变量方面,男孩和女孩之间没有太大差异。在为期7天的活动中,共有14个男孩和17个女孩在公共图书馆读书。参与者选择阅读他们最喜欢的主题:幻想人物,运动人物和做奇事的人物。这项研究揭示了技术在青少年阅读生活中的重要地位。

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    Gray M Kathleen;

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  • 年度 2008
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  • 正文语种 en
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