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The effects on attitudes and achieve...

Albright, Loretta K.

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The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes./
作者:	Albright, Loretta K.
面頁冊數:	188 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2646.
Contained By:	Dissertation Abstracts International61-07A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9980393
ISBN:	0599864680

The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes.
Albright, Loretta K.

The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes. - 188 p.

Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2646.

Thesis (Ph.D.)--Ohio University, 2000.

The study examines the effects on attitudes toward reading, picture books, and social studies, and on achievement in social studies of reading aloud and discussing picture books to supplement regular textbook-based social studies instruction. Subjects were 95 seventh grade students in six intact geography classes.

ISBN: 0599864680Subjects--Topical Terms:

1017790
Education, Reading.

The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes.
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245 1 4 $a The effects on attitudes and achievement of reading aloud picture books in seventh-grade social studies classes.
300 $a 188 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2646.
500 $a Director: Dorothy J. Leal.
502 $a Thesis (Ph.D.)--Ohio University, 2000.
520 $a The study examines the effects on attitudes toward reading, picture books, and social studies, and on achievement in social studies of reading aloud and discussing picture books to supplement regular textbook-based social studies instruction. Subjects were 95 seventh grade students in six intact geography classes.
520 $a Picture books related to the content being studied were read aloud and discussed twice a week over an eight week period. Students in the control classes received regular instruction. All subjects were pretested and posttested with the Reading Attitude Inventory, the Gable-Roberts Attitude toward School Subjects, and a picture book survey. Social studies grades were used as achievement measures. Interviews were conducted with 12 subjects. Subjects also kept reading logs to document reading for pleasure, and treatment subjects wrote a reaction to the sessions.
520 $a Analysis of covariance procedures reveal significant differences between groups on attitude toward picture books, which provide support for recommendations to use picture books with middle-level students. No significant differences were found on the other variables. It is possible that a longer program of reading aloud may positively influence reading attitudes. Qualitative data indicates that many students did not perceive the sessions to be part of geography class, which may have affected students' responses to the social studies attitude survey. Data from reading logs indicate that the treatment group spent more time reading for pleasure and read more social-studies related books than the control group.
520 $a These results may provide support for supplementing textbook-based instruction with reading aloud and discussing picture books. Qualitative data indicate many students responded positively and engaged in higher-order thinking. The achievement measure, based on recognition and recall of factual information, may not have captured the benefits of the read aloud sessions. This study raises concerns about the emphasis on factual information, as opposed to higher-order thinking, in social studies instruction and in textbooks and accompanying assessment materials. Qualitative methods are suggested for future research.
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