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Author: Glen C. Russell (IV)
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages :
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Book Description
Close reading is a practice that is gaining a larger share of instructional time in contemporary classrooms largely due to the Common Core State Standards. Although it finds its roots in the New Criticism movement, only recently has it caught the attention of the primary and secondary education communities. Close reading centers on in-depth analysis of complex texts through text-dependent questioning. Traditional close reading assignments use teacher-selected texts, although a wide range of research supports offering students choice in the texts they read and study in school. This study combined the two practices of close reading and student self-selection of text, in order to examine effects on student attitudes and achievement. The study addressed the following research questions: 1. Will there be a statistically significant difference in achievement of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments? 2. Will there be a statistically significant difference in attitudes of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments. The research questions were examined using a quasi-experimental non-randomized pretest-posttest comparison group research design. The independent variable was the text used in close reading assignments: (1) a single teacher-selected text, where students have no choice; or (2) a text that is student-selected from three choices. The dependent variables were: (1) reading achievement as measured by the State of Texas Assessments of Academic Readiness (STAAR) seventh-grade reading test; and (2) student attitude toward close reading as measured in three domains by a researcher-developed attitude survey. The 130 participants for this study were drawn from a population of seventh-grade students enrolled in advanced reading classes at an intermediate school in a suburban school district outside of Houston, Texas. The two groups were taught by the same teacher, the researcher himself. Mixed design analysis of variance procedures were used to compare the two groups’ differences on pretest and posttest scores on the reading achievement tests and the three constructs measured in the attitude survey. There was no statistically significant difference in the reading achievement scores of the two groups. There were statistically significant differences for the Engagement and Educational Value constructs demonstrating that the group that had choice in the texts used for close reading had greater increases in these areas than the group using teacher-selected texts. There were no statistically significant differences between the two groups in the Empowerment construct on the survey. Overall, the results of this study suggest that for the purposes of teaching close reading to seventh-grade advanced reading students, offering them choice in reading material is preferable to offering only teacher-selected texts.
Author: Glen C. Russell (IV)
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages :
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Book Description
Close reading is a practice that is gaining a larger share of instructional time in contemporary classrooms largely due to the Common Core State Standards. Although it finds its roots in the New Criticism movement, only recently has it caught the attention of the primary and secondary education communities. Close reading centers on in-depth analysis of complex texts through text-dependent questioning. Traditional close reading assignments use teacher-selected texts, although a wide range of research supports offering students choice in the texts they read and study in school. This study combined the two practices of close reading and student self-selection of text, in order to examine effects on student attitudes and achievement. The study addressed the following research questions: 1. Will there be a statistically significant difference in achievement of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments? 2. Will there be a statistically significant difference in attitudes of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments. The research questions were examined using a quasi-experimental non-randomized pretest-posttest comparison group research design. The independent variable was the text used in close reading assignments: (1) a single teacher-selected text, where students have no choice; or (2) a text that is student-selected from three choices. The dependent variables were: (1) reading achievement as measured by the State of Texas Assessments of Academic Readiness (STAAR) seventh-grade reading test; and (2) student attitude toward close reading as measured in three domains by a researcher-developed attitude survey. The 130 participants for this study were drawn from a population of seventh-grade students enrolled in advanced reading classes at an intermediate school in a suburban school district outside of Houston, Texas. The two groups were taught by the same teacher, the researcher himself. Mixed design analysis of variance procedures were used to compare the two groups’ differences on pretest and posttest scores on the reading achievement tests and the three constructs measured in the attitude survey. There was no statistically significant difference in the reading achievement scores of the two groups. There were statistically significant differences for the Engagement and Educational Value constructs demonstrating that the group that had choice in the texts used for close reading had greater increases in these areas than the group using teacher-selected texts. There were no statistically significant differences between the two groups in the Empowerment construct on the survey. Overall, the results of this study suggest that for the purposes of teaching close reading to seventh-grade advanced reading students, offering them choice in reading material is preferable to offering only teacher-selected texts.
Author: Tana Jons
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 175
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Book Description
"As students move from elementary to middle school, their reading motivation declines (Denaeghel et al., 2016). As students transition into adulthood, increased literacy proficiency manifests itself in enhanced social participation, and employment earnings (OECD, 2000a; OECD, 2000b). The purpose of this mixed methods study was to determine whether giving students choice in what they read would increase their reading motivation, ability, and time spent reading. Data was collected from sixth grade students in a large northwestern middle school and included pre- and post-tests, surveys, and student interviews. Students were from four intact middle school classes taught by the researcher. The study took place over a six-week period from November through January. A mixed methods parallel convergent design was used to explore the following questions: (1) How does giving students choice in the books they read influence the amount they read? (2) How does giving students choice in the books they read influence their reading motivation? (3) How does giving students choice of what they read impact their achievement as defined by the Gates-MacGinitie Reading Test? (4) What do the integrated quantitative and qualitative findings reveal about reading motivation? Quantitative and qualitative data were collected and analyzed separately, then consolidated and integrated. The quantitative data included pre- and post-test scores from the Gates MacGinitie Reading Test (GMRT), words read per minute, minutes read at home per week and some responses from the surveys. This data was analyzed using repeated measures ANOVAs and Chi squares. The qualitative data was gathered from the open-ended survey questions and semi-structured interviews with thirty-one students, held at the conclusion of the study. Qualitative data was analyzed using a priori codes, then recoded as new codes emerged from the data. The integration of all data indicated that motivation is more than the time students spend reading. There is an energy and excitement students feel when they are allowed to choose what they read, which is not necessarily present when their reading is assigned. Another major finding of this study was that the group who was provided the structured choice, choosing between three books, increased motivation beyond both the free choice and no choice groups. Findings from this study suggest at least two further studies. First, researchers should attempt to determine the optimal number of books students can choose from. Second, research should be conducted on the amount of in-class reading engagement. The implication for literacy teachers is a paradigm shift from a one-size fits all novel study to offering students choices in what they read, thus improving middle school students' dwindling attitude about reading as they progress through the grades."--Boise State University ScholarWorks.
Author: Nancie Atwell
Publisher: Scholastic Professional
ISBN: 9780545948746
Category : Education
Languages : en
Pages : 0
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Book Description
Provides teachers with a method to help students develop into passionate, life-long readers.
Author: Ronald B. Thomas
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 258
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Book Description
Author: Jeffrey D. Wilhelm
Publisher: Teaching Resources
ISBN: 9780545147804
Category : Books
Languages : en
Pages : 0
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Book Description
Explores the reading habits of teens and how educators can learn how to teach reading from the choices that young readers make for themselves.
Author: Peggy D. McCardle
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 536
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Book Description
A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about t
Author: Elizabeth S. Feldman
Publisher:
ISBN:
Category :
Languages : en
Pages : 254
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Book Description
Author: Tiffany Gail Tucker
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM assessment. Student attitudes towards reading were also examined. While the results of a logistic regression provided little support for the idea that student's or his/her teacher's choice of the student's AR goals enhanced the student's chances of AR goal attainment, other analyses suggested that the student's choosing had positive effects. An OLS regression analysis of students' easyCBM posttest scores indicated that, controlling for prior achievement, easyCBM pretest scores, and other demographic variables, allowing the student to choose his or her own goals is linked to greater growth in reading. In terms of student affect, a similar sort of OLS analysis linked student choice of reading goals to improved attitudes towards recreational reading, but the link between student choice and improved attitudes towards academic reading was only observed among Grade 5 participants in the study.
Author: Anne-Marie L. Black
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 362
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Book Description
Summary: Students' attitudes to reading and the texts they choose to read impact on literacy achievement and willingness to engage with literacy-related activities in the primary years of schooling. This study was conducted in an urban Catholic school in Queensland in Years 1 to 7. Students' developing attitudes to reading and the perceptions of these attitudes held by their teachers were examined. An adapted version of the Elementary Reading Attitude Survey (McKenna & Kear, 1990) and Teacher Checklist (Young, 2003) was utilized. Results from the study indicate older students' attitudes towards recreational reading (in primary school) are not significantly different to younger students' attitudes. Female students however, show more positive attitudes to recreational reading than male students. Older students' attitudes towards academic reading are more negative overall and female students showed significantly more positive attitudes than their male peers. Students' choice of texts varied across the year levels with the most preferred reading materials being chapter books, children's magazines and comics. Teachers' perceptions of students' enjoyment of reading in class correlated significantly with students' own perceived level of reading achievement. Teachers perceive that as students' level of reading enjoyment increases, their level of academic reading achievement also increases. Five recommendations are made from the findings of this study. First, recreational reading engagement needs to be publicly promoted and positively celebrated within the school community. It was found that for students to be motivated and see the value of engaging in reading they must be immersed in a school classroom environment that offers a range of recreational activities and opportunities .....
Author: Teresa Cremin
Publisher: Routledge
ISBN: 1317678850
Category : Education
Languages : en
Pages : 254
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Book Description
Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.
