首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Hong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self‐efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self‐efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.  相似文献   

2.
This investigation examined developmental aspects of 155 second‐graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self‐concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self‐concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies.  相似文献   

3.
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.  相似文献   

4.
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.  相似文献   

5.
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.  相似文献   

6.
First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.  相似文献   

7.
Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed.  相似文献   

8.
  相似文献   

9.
Improving student attitudes toward reading remains of particular concern to elementary school teachers. The development of students' demeanour toward reading is as important, if not more so, than skill enhancement. Unless reading attitudes are maintained and even bolstered, content instruction will not always reach the learner, nor will students use reading as an independent learning tool. Categorising attitudes is much more dynamic than grouping by those who like or dislike reading. Through discovery‐oriented, naturalistic inquiry, data were collected and analysed, resulting in emergent themes of student attitudes toward reading. This article will discuss six clusters of reading attitudes/behaviours found in elementary schools, and provide practical teacher tips to be used for reading development with each type of learner.  相似文献   

10.
This paper describes Hong Kong research into peer tutored instruction in reading. Tutors were trained to use Paired Reading, a technique appropriate for use across a range of ability levels, and adaptable for reading instruction in languages and orthographies other than English.

The Hong Kong research confirms that peer tutors can successfully deliver reading instruction, with both tutors and tutees benefiting in terms of enhanced reading proficiency, intrinsic motivation to learn, and self‐concept. It also suggests some factors which may enhance the effects of peer tutoring upon achievement. For tutees these are content coverage, peer self‐concept and intrinsic motivation to study. For tutors the predominant factor is locus‐of‐control.

Interestingly, tutors’ instructional behaviours during tutoring sessions appear not to have any effect on tutoring outcomes, except in so far as they might slow down coverage of the material being read.

  相似文献   

11.
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.  相似文献   

12.
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.  相似文献   

13.
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices.  相似文献   

14.
The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities.  相似文献   

15.
The declining trend in the positive reading attitude of students' has concerned scholars. This paper aims to apply a 3-level hierarchical linear model to analyse how inductive instruction and resources influence both students' positive and negative attitudes towards reading. Approximately 470,000 15-year-old students, and their school principals, from 65 countries completed a questionnaire, which was designed by the Programme for International Student Assessment (PISA). In line with previous research, gender, the student–teacher relationship, online academic searches, and reading habits are correlated with both positive and negative reading attitudes. Multilevel results show that reading attitudes improved when a school provides a context in which inductive instruction has been enforced. The natural log value of gross domestic product (GDP) per capita in a country is statistically significantly negative when associated with a student's positive and negative reading attitudes. Further, in a country with largely unqualified teachers, school-level inductive teaching lowers the negative attitude.  相似文献   

16.
This article reports on the influence of learning strategy instruction on student teachers’ physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.  相似文献   

17.
Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers’ formative assessment strategies (i.e. clarifying goals and monitoring progress, providing feedback, and instructional adjustments) and students’ reading achievement, based on data from 151,969 fifteen-year-olds in 5,225 schools in 19 countries/regions in PISA 2018 via multilevel analysis of plausible values. The results show that clarifying goals and monitoring progress, and instruction adjustments are positively linked to reading achievement, but providing feedback alone has no significant impact. These findings highlight the complexity of formative assessment as a multifaceted concept and the different impacts of formative assessment strategies on student learning. Implications for researchers and practitioners are discussed.  相似文献   

18.
An integrative curriculum strategy emphasizing science process skills and hands-on activities expanded the time allocated for in-depth science instruction by replacing a district-adopted basal reading program with science-content reading designed to facilitate applied comprehension skills. This study investigated the combined effect of these curricular components (i.e., in-depth science, science-content-based reading) upon student achievement, attitudes, and self-confidence in both science and reading over the school year. In doing so, teachers in three fourth-grade classrooms each incorporated applied reading (and language arts) objectives into science reading activities as part of a daily, expanded, in-depth science teaching block that encompassed the total instructional time originally allocated to reading and science. Using multivariate covariance analysis, results showed that the students in the experimental group, compared to demographically similar controls, not only displayed significantly greater standardized test achievement as measured by the Iowa Tests of Basic Skills reading subtest and the Metropolitan Achievement Test science subtest, but also displayed a more positive attitude toward science and reading and greater self-confidence in learning science. Implications of the strategy for future curriculum research in science education are discussed.  相似文献   

19.
Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10‐ to 12‐year‐old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age‐related, high‐interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered ‘cool’ at this time of early adolescence and initiate strategies to make reading fun.  相似文献   

20.
Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The study targeted a sample of 25 cooperating teachers and 28 student teachers who participated in the study by completing a questionnaire, and follow-up interviews were also conducted with 13 cooperating teachers. Results of this study indicate that cooperating teachers endorse the phonics method more than the whole language (WL) approach. Unlike past research, the results of this study revealed that (1) the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and (b) the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented. The results have implications for early childhood teacher education programmes and professional development for kindergarten teachers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号