Literaturnachweis - Detailanzeige
| Autor/inn/en | Bauer, Denise S.; Lupo, Jennifer L. |
|---|---|
| Titel | Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment. |
| Quelle | (2001), (69 Seiten)
PDF als Volltext kostenfreie Datei Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development |
| Beigaben | Tabellen |
| Sprache | spanisch; englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Action Research; Elementary Education; Elementary School Students; Grade 2; Grade 4; High Risk Students; Instructional Effectiveness; Low Income; Parent Participation; Phonics; Reading Aloud to Others; Reading Attitudes; Reading Improvement; Reading Instruction |
| Abstract | This report describes a program for improving reading abilities and attitudes for "at-risk" students. The targeted population consists of second and fourth grade classes in a low-income community. The problem of low parental involvement, lack of books in the home, low motivation, and lack of consistency among reading programs and teachers contribute to the low level of readers. Through surveys, checklists, and questionnaires it was found how the students and teachers felt about the current reading program. With these tools, a more consistent program was developed and implemented for the targeted second and fourth grade classes. After reviewing state and local reading scores, it was determined that a more efficient reading program be studied. The researchers have implemented various reading strategies in the targeted second and fourth grade classrooms to get parents involved and to best serve the needs of the students at the targeted school. Strategies included phonics, spelling, guided reading, writing, teacher read aloud, word wall activities, at home reading logs, and self selected reading as well as activities from the basal. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of five major categories of intervention: implement an all day Kindergarten, parental involvement, the availability of books, phonics, and motivation. Post intervention data indicated that there was an overall decrease in the percentage of students who would rather be doing other things than reading a book. There was a greater increase in the percentage of students who like to read. Contains 23 references, and 4 figures and a table of data. Appendixes contain student, teacher, and parent survey instruments, a W.E.B. log, word lists, a sample basic reading inventory, permission letters, and reading club forms. (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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