Improving Student Reading Abilities and Attitudes of Culturally and Linguistically Diverse Students through Curriculum Adaptation and Home/Parental Involvement.

Autor/inn/en	Dingboom, Deborah; und weitere
Titel	Improving Student Reading Abilities and Attitudes of Culturally and Linguistically Diverse Students through Curriculum Adaptation and Home/Parental Involvement.
Quelle	(1994), (139 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Authors; Childrens Literature; Cultural Differences; Instructional Effectiveness; Intervention; Learning Disabilities; Parent Participation; Primary Education; Reading Ability; Reading Achievement; Reading Attitudes; Reading Improvement; Reading Instruction; Illinois + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; 'Children''s literature'; Kinderliteratur; Kultureller Unterschied; Unterrichtserfolg; Learning handicap; Lernbehinderung; Elternmitwirkung; Primarbereich; Reading competence; Lesekompetenz; Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Leseunterricht
Abstract	A program was developed for improving the reading abilities and student attitudes toward reading of kindergarten- through third-grade learning-disabled students in a northwest suburban elementary school community, located in northern Illinois. The problem was originally observed by the teaching staff who found students lacking in prerequisite reading skills. Administration of a reading readiness inventory, the Curriculum Based Measurement tests, and a reading attitude survey confirmed the problem and described its extent. Analysis of probable cause data revealed that students exhibited a lack of: preschool literature experience, positive parental role models, shared home reading, and available home reading material. Data also suggests that English as a Second Language spoken in the home is a contributing factor. Solution strategies suggested by the professional literature combined with an analysis of the problem setting resulted in the selection of three major categories of intervention: author-based literature studies; creation of a risk-free environment for children to explore literature; and parental involvement with home-based reading. All strategic solutions were related to curriculum development, altered teacher behaviors, and parental involvement. All components of the intervention successfully affected an improvement in the students' attitudes toward independent reading. It cannot be determined whether the increase of reading abilities is a direct result of this intervention or is attributable to the natural developmental learning process. (Contains 32 references and 32 figures of data. A total of 11 appendixes presenting data, survey instruments, and sample author study activities are attached.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC