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How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?

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Date Issued:
2008
Summary:
The purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were administered a questionnaire to collect evidence of their reading preferences and their reading practices. In addition, students kept reading logs as a measure of what they read and how often they read. The data collected were correlated to students' reading achievement scale scores on the Florida Comprehensive Assessment Test (FCAT). The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores and a positive correlation between the reading attitude item, how well do you think you read, and FCA T Scale Scores. In the examination of the moderation effect for gender, there was a positive correlation for the reading attitude item reading is important and FCA T Scale Scores for males. The examination of the moderation effect for ethnicity indicated a negative correlation between talking about reading and FCAT Scale Scores for White students.
Title: How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?.
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Name(s): Galipault, Lorraine D., author
Towell, Janet, Thesis advisor
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2008
Date Issued: 2008
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, FL
Physical Form: application/pdf
Extent: 116 p.
Language(s): English
Summary: The purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were administered a questionnaire to collect evidence of their reading preferences and their reading practices. In addition, students kept reading logs as a measure of what they read and how often they read. The data collected were correlated to students' reading achievement scale scores on the Florida Comprehensive Assessment Test (FCAT). The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores and a positive correlation between the reading attitude item, how well do you think you read, and FCA T Scale Scores. In the examination of the moderation effect for gender, there was a positive correlation for the reading attitude item reading is important and FCA T Scale Scores for males. The examination of the moderation effect for ethnicity indicated a negative correlation between talking about reading and FCAT Scale Scores for White students.
Identifier: FA00000666 (IID)
Degree granted: Dissertation (Ed.D.)--Florida Atlantic University, 2008.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
College of Education
Subject(s): Academic achievement--Florida--Evaluation
Reading (Elementary)--Ability testing--Florida
Educational tests and measurements--Florida
Motivation in education--Florida
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000666
Sublocation: Digital Library
Restrictions on Access: All rights reserved by the source institution
Restrictions on Access: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Restrictions on Access: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.