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Developing middle school readers. An...

Texas Woman's University.

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Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school./
作者:	Patton, Jo Anna Marie.
面頁冊數:	134 p.
附註:	Adviser: Sylvia Vardell.
Contained By:	Dissertation Abstracts International68-07A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274165
ISBN:	9780549122333

Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school.
Patton, Jo Anna Marie.

Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school. - 134 p.

Adviser: Sylvia Vardell.

Thesis (Ph.D.)--Texas Woman's University, 2007.

The data analyzed for this study was previously collected from the school district records and/or collected from the elementary schools by way of a survey and from the middle school students by way of the Estes Scale questionnaire.

ISBN: 9780549122333Subjects--Topical Terms:

1017790
Education, Reading.

Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school.
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100 1 $a Patton, Jo Anna Marie. $3 1058549
245 1 0 $a Developing middle school readers. An examination of the influence of reading incentive programs and activities: A view from the elementary school.
300 $a 134 p.
500 $a Adviser: Sylvia Vardell.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2879.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2007.
520 $a The data analyzed for this study was previously collected from the school district records and/or collected from the elementary schools by way of a survey and from the middle school students by way of the Estes Scale questionnaire.
520 $a The intent of this study was to determine if there was a relationship between reading activities used in elementary schools and reading success in middle school. Additionally, this study was designed to describe relationships between specific reading activities and positive student attitudes about reading. The study also examined the relationship between specific reading activities and students' scores of 2100 of better on the Texas Assessment of Knowledge and Skills (TAKS) in reading. Finally, this study investigated the role of attitude toward reading using the Estes Scale to measure attitudes toward reading.
520 $a The present findings indicate that both the low scoring students and the high scoring students had exposure to some of the same reading programs. The data also suggests that both low scoring students and high scoring students might have positive attitudes about reading. The results of this study support several assumptions: the reading programs and reading activities that students are exposed to in elementary school may not correlate with high scores on a standardized test; high scores on a standardized test may not correlate positively with a positive attitude about reading, although the reading programs and reading activities may play a small role in that development; positive attitudes about reading are not only evident in students who score 2400 or above on the TAKS Reading Assessment since some students who did not meet the TAKS standard also had positive attitudes about reading. Overall, these results suggest that there is no specific program that will guarantee high scores on the TAKS Reading Assessment. Instead, schools should look for a combination of programs and activities, from reading challenges to book parades to book giveaways, all targeting reading as a pleasurable activity.
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