Author: Louise Vice JamesPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 220
Book Description
A Survey of the Attitudes of Middle School Students on Existing Practices in a Reading Instructional Program
Author: Louise Vice JamesPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 220
Book Description
Master's Theses in Education
Author: T. A. LamkePublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 290
Book Description
Resources in Education
Author: Research in Education
Author: The Use of Motivational Reading Practices in Middle Schools in Mississippi
Author: Sarah Parks DuncanPublisher:
ISBN:
Category :
Languages : en
Pages : 230
Book Description
This study explored the topic of middle school students and their instructional reading environment. As students progress through school, there is a decrease in the amount of time spent reading for pleasure. Overall, students' attitudes toward reading and motivation to read decline as they get older due to a complex mix of factors including negative classroom experiences, increased activities, and lowered self-efficacy. However, a number of research-based strategies exist that teachers can use to promote reading in the middle grades: setting aside time for reading, offering choices, modeling reading, providing social interaction, and expanding definitions of text. The purpose of this study was to explore the use of such motivational reading practices in the middle schools in Mississippi. The sample comprised all 724 middle school teachers who taught reading or language arts in Mississippi. A three-part survey instrument designed by the researcher was distributed via email and asked teachers about their teaching methods and texts as well as their goals and perceived limitations in the classroom. The survey's response rate was 35% with 256 teachers participating. Data indicated that teachers were using many motivational methods alongside more traditional practices in their classrooms. State testing emerged as a significant influence on teachers with 98% of teachers using reading passages to prepare students for tests at least monthly, which made test-prep passages the most frequently used text in middle school classes. Student free-choice reading was the most frequently reported reading method, and whole-class discussion was the after-reading activity used most often. Traditional methods such as class reading of teacher-selected novels and textbook reading were regular activities in most classrooms, and the objective test or quiz was employed at least weekly by 73% of teachers. Almost half of the teachers surveyed cited student interest and appeal as a major influence on their instructional decisions. Time limitations were the most frequently noted limitation for teachers as they tried to reach the reading goals they set for their students. Because this study was limited to one state, a study on the national level is needed to determine what reading instruction is like in middle schools across the country.
A Quantitative and Qualitative Study of the Reading Attitudes, Behaviors, and Interests of Middle School Students Exposed to Three Instructional Methods
Author: Lou Ellen CannonERIC Educational Documents Index
Author: Educational Resources Information Center (U.S.)Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1412
Book Description
"A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).
Otto E. Miller, Plaintiff-Respondent, Against Fred W. Smythe, Defendant-Appellant
Author: What Really Matters for Middle School Readers
Author: Richard L. AllingtonPublisher: Pearson
ISBN: 9780205393190
Category : Education
Languages : en
Pages : 0
Book Description
The latest from well-known author and literacy expert Richard Allington is intended as the first step in preparing future teachers to provide early adolescents with high-quality literacy instruction. What Really Matters for Middle School Readers: From Research to Practice looks at the areas that struggling adolescents find most difficult--meaning, vocabulary, (especially for academic words), and inferential comprehension--and focuses on ways to foster accelerated growth. Dr. Allington stresses that through expanding the volume of high-success reading that students experience each day, as well as through the wide variety of additional classroom strategies and methodologies included in the text, middle school students can achieve a working literacy proficiency. "I was absolutely riveted and engrossed in the material at the beginning of the first chapter...The information presented should be the very first in-service teachers receive at the beginning of the school year. Everything from the changing demographics to the lack of reading instruction in the middle years, to the effective teaching strategies should be sung from on high in every district of America." -- Theresa Barone, Derby Middle School Dick Allington is professor of literacy studies at the University of Tennessee. He is past president of the International Reading Association and the National Reading Conference (now the Literacy Research Association). His research has been funded by the U.S. Department of Education and the National Institutes of Health. He has published over 150 scholarly papers and more than 10 books. His writing has been focused on translating research findings into educational practice.
Author: