Literaturnachweis - Detailanzeige
| Autor/inn/en | Villiger, Caroline; Niggli, Alois; Wandeler, Christian; Kutzelmann, Sabine |
|---|---|
| Titel | Does Family Make a Difference? Mid-Term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation |
| Quelle | In: Learning and Instruction, 22 (2012) 2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0959-4752 |
| DOI | 10.1016/j.learninstruc.2011.07.001 |
| Schlagwörter | Foreign Countries; Parent Participation; Experimental Groups; Comparative Analysis; Program Effectiveness; Educational Theories; Pretests Posttests; Family Literacy; Reading Attitudes; Reading Programs; Control Groups; Reading Comprehension; Intervention; Reading Motivation; Literature Appreciation; Grade 4; Family Environment; Switzerland |
| Abstract | This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group "without" (N = 244) and in one group "with" (N = 225) parental participation. The intervention was based on the principles of Self-Determination Theory (Deci & Ryan, 2002) and lasted one school year. Effects of the treatment were investigated in a pretest-posttest control group design with follow-up. Multilevel analyses showed that the school/home-based intervention had significant effects on reading enjoyment and reading curiosity. Effects on reading enjoyment were still detectable at 5-month follow-up. However, no effects were found for reading self-concept or reading comprehension. The findings highlight the potential of the family in the sustained promotion of reading motivation. (Contains 9 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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