A Personalized Reading Approach for At-Risk Middle School Students.

Autor/in	Brown, Jessie
Titel	A Personalized Reading Approach for At-Risk Middle School Students.
Quelle	(1991), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; High Risk Students; Instructional Effectiveness; Intermediate Grades; Junior High Schools; Middle School Students; Middle Schools; Reading Attitudes; Reading Programs; Reading Research; Reading Skills; Resident Camp Programs; Self Esteem; Summer Programs; Whole Language Approach; South Carolina + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Problemschüler; Unterrichtserfolg; Mittelstufe; Sekundarstufe I; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading behavior; Rading behaviour; Leseverhalten; Leseforschung; Reading skill; Lesefertigkeit; Self-esteem; Selbstaufmerksamkeit; Sommerkurs; Integrierter Sprachunterricht
Abstract	Three studies determined if the Summer Step reading program (a residential camping program implemented on the campus of Camp Baskervill Episcopal Outreach of Pawleys Island, South Carolina, using a personalized, contextualized reading approach) was effective, if children's self-esteem was enhanced by participation in the program, and if the students' attitudes toward reading improved. Sixty-seven boys and 52 girls participated in the reading study; 70 boys and 61 girls participated in the self-esteem study; and 69 boys and 55 girls participated in the attitude study. Approximately 90% of the children were considered high risk students for academic school failure. The residential camping program for adolescent age, predominantly African-American girls and boys lasted 3 weeks for girls and 4 weeks for boys. The emphasis for the reading program was keeping language whole and integrating all of the language processes through the use of the language and experience of the students. Subjects completed pre- and post-tests. A self-concept scale was administered to subjects in the self-esteem study. A Likert test to determine reading attitude was written by the researchers and administered as pre- and post-tests. Results indicated that: (1) students learned the comprehension skills of main idea, contextual vocabulary, detail, and sequencing; (2) students' self-esteem improved; and (3) students' attitudes toward reading improved significantly. (Three figures of data are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC