Literaturnachweis - Detailanzeige
| Autor/in | Lange, Ronald |
|---|---|
| Titel | Improving Student Interest in Recreational Reading. |
| Quelle | (1994), (95 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Action Research; Grade 5; Instructional Effectiveness; Intermediate Grades; Reading Attitudes; Reading Habits; Reading Improvement; Reading Motivation; Reading Research; Reading Strategies; Recreational Reading |
| Abstract | A study investigated the effectiveness of a program for improving the recreational reading habits of fifth-grade students and encouraging them to become lifelong readers. The targeted population lived in a growing, low- to upper-middle-class, suburban community, located in Hanover Park, approximately 35 miles west of Chicago, Illinois. Students in recent years were found to be reading less, based on personal observation, anecdotal records, and surveys. Analysis of the probable cause data, as well as the professional literature, revealed that several possible causes existed for the lack of time students spent in independent, or leisure, reading. Children were being attracted regularly by modern technology and media, they were involved in outside interests and activities, contended with distractions from home and society, and frequently had no one with whom to share books or stories. The solution strategies consisted of implementing motivational reading programs, having an author visit, having author studies, exposing students to a wide variety of literature by reading to them regularly, using book talks, and sharing their writing. Data included teacher records, student interviews, student records, and parent and student surveys. Results indicated that: (1) students significantly increased the amount of recreational reading they engaged in; and (2) students and parents both felt that the children were reading more. Recommendations include teachers reading to students 15-20 minutes daily; involve students in deciding what the incentives in motivational reading programs will be; and encouraging students to share what they have read frequently. (Contains 89 references and 7 tables. Appendixes present numerous survey instruments and descriptions of motivational reading programs.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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