東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Sustained silent reading with non-na...

Weitz, Walli Erna.

Linked to FindBook

Google Book

Amazon

博客來

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition./
Author:	Weitz, Walli Erna.
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.
Contained By:	Dissertation Abstracts International64-09A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103978
ISBN:	0496515462

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.
Weitz, Walli Erna.

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition. - 125 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.

Thesis (Ed.D.)--University of Southern California, 2003.

This study examined one independent reading program, Sustained Silent Reading SSR) and the role of this program on reading comprehension, vocabulary/language acquisition, and the attitude toward reading. One hundred twenty students at a culturally diverse Southern California high school completed the Estes Attitude Scales, a Personal Survey, and the Gates-MacGinitie Reading Comprehension Test in a pre-test post-test design. Half of these students participated in classrooms where teachers provided fifteen minutes of sustained silent reading time on a daily basis; the other half participated in the regular English curriculum. This study covered a period of 9 months (except two weeks in December and one week in April because of school holidays). The research questions posed were: (1) Will SSR increase reading comprehension? (2) Will this program develop a more positive attitude toward reading? (3) Will this program increase vocabulary? The results of the study showed that the SSR group had significant gains in three areas: comprehension, vocabulary, and attitude toward reading; the control group had some gains in comprehension and vocabulary but not in attitude toward reading. This led to the assumption that there exists a positive relationship between SSR in all three areas. The researcher concluded that it was valuable for the students to read the fifteen minutes per day in that improvement was shown in three areas, while only two areas in the control group. The taking of fifteen minutes for reading did not prove to be detrimental to the students. They performed as well, if not better, as those in the control group who had the full period for English curriculum.

ISBN: 0496515462Subjects--Topical Terms:

1017790
Education, Reading.

Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.
LDR:02663nmm 2200277 4500 001 1848154
005 20051102155235.5
008 130614s2003 eng d
020 $a 0496515462
035 $a (UnM)AAI3103978
035 $a AAI3103978
040 $a UnM $c UnM
100 1 $a Weitz, Walli Erna. $3 1936172
245 1 0 $a Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3234.
500 $a Adviser: Linda Serra Hagedorn.
502 $a Thesis (Ed.D.)--University of Southern California, 2003.
520 $a This study examined one independent reading program, Sustained Silent Reading SSR) and the role of this program on reading comprehension, vocabulary/language acquisition, and the attitude toward reading. One hundred twenty students at a culturally diverse Southern California high school completed the Estes Attitude Scales, a Personal Survey, and the Gates-MacGinitie Reading Comprehension Test in a pre-test post-test design. Half of these students participated in classrooms where teachers provided fifteen minutes of sustained silent reading time on a daily basis; the other half participated in the regular English curriculum. This study covered a period of 9 months (except two weeks in December and one week in April because of school holidays). The research questions posed were: (1) Will SSR increase reading comprehension? (2) Will this program develop a more positive attitude toward reading? (3) Will this program increase vocabulary? The results of the study showed that the SSR group had significant gains in three areas: comprehension, vocabulary, and attitude toward reading; the control group had some gains in comprehension and vocabulary but not in attitude toward reading. This led to the assumption that there exists a positive relationship between SSR in all three areas. The researcher concluded that it was valuable for the students to read the fifteen minutes per day in that improvement was shown in three areas, while only two areas in the control group. The taking of fifteen minutes for reading did not prove to be detrimental to the students. They performed as well, if not better, as those in the control group who had the full period for English curriculum.
590 $a School code: 0208.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0535
690 $a 0279
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 64-09A.
790 1 0 $a Hagedorn, Linda Serra, $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103978