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Math and science academy literacy in...

Blewitt, Angela.

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Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement./
作者:	Blewitt, Angela.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609834
ISBN:	9781303692437

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.
Blewitt, Angela.

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement. - 140 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2013.

This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students' reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed.

ISBN: 9781303692437Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.
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500 $a Adviser: Kim Hirabayashi.
502 $a Thesis (Ed.D.)--University of Southern California, 2013.
520 $a This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students' reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed.
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