Current Search: Galipault, Lorraine D. (x)
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Title
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How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?.
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Creator
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Galipault, Lorraine D., Towell, Janet, Florida Atlantic University
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Abstract/Description
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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...
Show moreThe 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.
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Date Issued
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2008
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PURL
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http://purl.flvc.org/fau/fd/FA00000666
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Format
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Document (PDF)
