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Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school.

机译：培养初中读者。阅读奖励计划和活动的影响的检验：小学的观点。

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摘要

The intent of this study was to determine if there was a relationship between reading activities used in elementary schools and reading success in middle school. Additionally, this study was designed to describe relationships between specific reading activities and positive student attitudes about reading. The study also examined the relationship between specific reading activities and students' scores of 2100 of better on the Texas Assessment of Knowledge and Skills (TAKS) in reading. Finally, this study investigated the role of attitude toward reading using the Estes Scale to measure attitudes toward reading.;The data analyzed for this study was previously collected from the school district records and/or collected from the elementary schools by way of a survey and from the middle school students by way of the Estes Scale questionnaire.;The present findings indicate that both the low scoring students and the high scoring students had exposure to some of the same reading programs. The data also suggests that both low scoring students and high scoring students might have positive attitudes about reading. The results of this study support several assumptions: the reading programs and reading activities that students are exposed to in elementary school may not correlate with high scores on a standardized test; high scores on a standardized test may not correlate positively with a positive attitude about reading, although the reading programs and reading activities may play a small role in that development; positive attitudes about reading are not only evident in students who score 2400 or above on the TAKS Reading Assessment since some students who did not meet the TAKS standard also had positive attitudes about reading. Overall, these results suggest that there is no specific program that will guarantee high scores on the TAKS Reading Assessment. Instead, schools should look for a combination of programs and activities, from reading challenges to book parades to book giveaways, all targeting reading as a pleasurable activity.
机译：这项研究的目的是确定小学使用的阅读活动与中学的阅读成功之间是否存在关系。此外，本研究旨在描述特定阅读活动与学生对阅读的积极态度之间的关系。该研究还检查了特定的阅读活动与德州知识与技能评估（TAKS）中2100分以上的学生之间的关系。最后，本研究使用Estes量表来衡量阅读态度的作用，以衡量阅读态度。;本研究分析的数据以前是从学区记录中收集的，和/或通过调查从小学收集的，通过Estes量表对中学生的问卷调查。；本研究结果表明，低分学生和高分学生都接触过一些相同的阅读程序。数据还表明，低分学生和高分学生都可能对阅读持积极态度。这项研究的结果支持以下几个假设：小学学生所接触的阅读计划和阅读活动可能与标准化考试的高分不相关；标准化考试的高分可能与阅读的积极态度没有正相关关系，尽管阅读计划和阅读活动在这种发展中可能起很小的作用；在TAKS阅读评估中得分2400或更高的学生不仅表现出对阅读的积极态度，因为一些未达到TAKS标准的学生对阅读也持积极态度。总体而言，这些结果表明没有特定的程序可以保证TAKS阅读评估的高分。相反，学校应该寻求计划和活动的结合，从阅读挑战到读书游行到赠品，所有这些都将阅读作为一项愉快的活动。

著录项

  • 作者

    Patton, Jo Anna Marie.;

  • 作者单位

    Texas Woman's University.;

  • 授予单位 Texas Woman's University.;
  • 学科 Library Science.;Education Reading.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 134 p.
  • 总页数 134
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;教育;
  • 关键词

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