Telling Themselves Who They Are: What One Out-of-School Time Study Revealed about Underachieving Readers

Autor/inn/en	Alvermann, Donna E.; Hagood, Margaret C.; Heron-Hruby, Alison; Hughes, Preston; Williams, Kevin B.; Yoon, Jun-Chae
Titel	Telling Themselves Who They Are: What One Out-of-School Time Study Revealed about Underachieving Readers
Quelle	In: Reading Psychology, 28 (2007) 1, S.31-50 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Textbooks; Cartoons; Video Games; Urban Schools; Popular Culture; Clubs; After School Programs; Adolescents; Low Achievement; Reading Difficulties; Underachievement; Reading Motivation; Grade 7; Grade 8; Grade 9; Secondary School Students; Recreational Reading; Leisure Time + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Zeichentrickfilm; Video game; Videospiel; Videospiele; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Popkultur; Club; Klub; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Unterdurchschnittliche Leistung; Reading difficulty; Leseschwierigkeit; Performance deficiency; Leistungsschwäche; Lesemotivation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Häusliche Lektüre; Freizeit
Abstract	The purpose of this study was to explore whether or not adolescents who are deemed underachievers and who struggle to read school-assigned textbooks will engage with popular culture texts of their own choosing (e.g., magazines, comics, TV, video games, music CDs, graffiti, e-mail, and other Internet-mediated texts). The 60 student participants, who were enrolled in grades 7-9 in a small city school district in the southeastern U.S., self-identified mostly as not being interested in reading. Thirty attended weekly meetings of an out-of-school time media club and kept a daily out-of-school time activity log for 14 weeks (the intervention group); the other 30 were assigned to a comparison group and did not attend the weekly media club meetings but did keep a daily out-of-school time activity log for the same 14-week period. Independent t-tests applied to data from the daily activity logs revealed several interesting contrasts between the two groups. One unexpected finding was the relatively large amount of time that participants in both groups reported they spent reading outside of school. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10