• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Using a Read-Aloud Program to Improve the Reading Motivation and Behaviors of Middle School Students.
【24h】

Using a Read-Aloud Program to Improve the Reading Motivation and Behaviors of Middle School Students.

机译：使用朗读程序来提高中学生的阅读动机和行为。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study was designed to evaluate whether teacher read-aloud time using high-interest literature encouraged middle school students to read independently outside of class time. Archival data retrieved from a quantitative, quasi-experimental design were analyzed to determine changes in students' reading behaviors and motivation to read. The theoretical foundations for this study were expectancy-value theory, social cognitive theory, and self-actualization theory. The research questions addressed whether middle school students, whose teachers read aloud daily, read for a longer amount of time outside of class in comparison to their peers who were not read aloud to as part of the daily reading program. Archival data in the form of student reading logs and surveys measuring reading motivation were used from all students in 5 cooperating classrooms from within the same educational system, providing consistency of curriculum, standards, teaching materials, and educational philosophy. Results indicated that students in classrooms whose teachers had daily teacher read-aloud time (n = 28) read significantly more minutes per week than did their peers who did not have daily teacher read-aloud time (n = 32) as shown by a multiple regression analysis ( p = .044). Additionally, individual classroom assignment impacted students' outside reading time, also reaching statistical significance in a one-way ANOVA (p = .026). These results confirm that teacher read-aloud time can motivate middle school students to read independently outside of class. The results from this study promote positive social change by helping teachers directly improve the delivery of motivational literature experiences to enhance the academic achievement of middle school students.
机译：本研究旨在评估教师是否使用高兴趣的文学作品来朗读课时，以鼓励中学生在课余时间独立阅读。从定量的，准实验设计中检索出的档案数据经过分析，以确定学生阅读行为和阅读动机的变化。这项研究的理论基础是期望值理论，社会认知理论和自我实现理论。研究问题针对的是与每天不被大声朗读的同龄人相比，他们的老师每天大声朗读的中学生是否在课外阅读了更长的时间。在同一教育系统内的5个合作教室中，所有学生都使用了学生阅读日志和测量阅读动机的调查形式的档案数据，以确保课程，标准，教材和教育理念的一致性。结果表明，教室中每天有老师每日朗读时间（n = 28）的学生比没有每天老师朗读时间（n = 32）的同龄人每周阅读的分钟数要多得多。回归分析（p = .044）。此外，个别教室的布置会影响学生的外在阅读时间，并且在单向方差分析中也达到统计意义（p = .026）。这些结果证实，老师的朗读时间可以激励中学生在课外独立阅读。这项研究的结果通过帮助教师直接改善动机文学体验的提供，以提高中学生的学习成绩，促进了积极的社会变革。

著录项

  • 作者

    Busch, Lori.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Reading.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号