Children’s Attitudes Toward Reading and Their Critical Reading Abilities in Four Content-Type Materials

Groff, Patrick

doi:10.1080/00220671.1962.10882817

Cited by 34 publications

(14 citation statements)

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“…The JSP found that sex was not related significantly to attitude to reading to the teacher in Year 4 whereas we found boys were significantly less happy as they got older. This attitude could be related to their reading ability (Groff, 1962;Rye, 1983) and will form the basis of a useful follow-up study. The JSP found no sex differences in attitude to writing.…”

Section: Discussionmentioning

confidence: 99%

“…As the sample for that study reflected the characteristics of children living in an inner city area, it would be useful to compare the findings with an urban sample with less severe socio-economic problems. Attitudes towards language and reading in particular, however, have been the focus of more studies at both primary and secondary level with findings indicating a positive association between pupils' reading attitudes and their performance (Groff, 1962;Whitehead et al, 1977;APU, 1981bAPU, , 1982Rye, 1983;Gorman, 1987). While research has been confined largely to the 4 years of junior schooling, there is a strong case to be made for studying infant children's responses to school and school activities to see if the negative trend in attitudes starts even earlier than eight.…”

Section: Introductionmentioning

confidence: 95%

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Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Davies

Brember

1994

Educational Review

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The attitudes of Year 2 boys and girls drawn from six randomly selected primary schools within one local education authority (LEA) towards school and school activities were measured using the 38 item 'Smiley' instrument. The same measure was given to the same children 2 years later to explore the effect of experience on infant children's attitudes. Using sex and occasions as the independent variables, a repeated measures two-way analysis of variance was performed for each of the items. The results showed a significant interaction between sex and occasion on three items-'doing mathematics' (girls became significantly more negative), 'reading to the teacher' and 'writing poems' (boys became significantly less happy). Boys and girls differed in their attitudes to several school activities consistently and significantly. The results are discussed in the light of other research into gender and school subject preferences.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Davies

Brember

1994

Educational Review

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“…However, a few studies found evidence that interest affects indicators of deep-level learning stronger than indicators of surface-level learning (e.g., Groff, 1962;Kunz, Drewniak, Hatalak, & Schon, 1992;Schiefele, 1999). (4) Almost all of the studies did only measure short-term learning.…”

Section: Introductionmentioning

confidence: 99%

Motivation and learning — The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses

Naceur

Schiefele

2005

Eur J Psychol Educ

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The present work examined the influence of topic interest on the strength of different components of text representation and long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality characteristics were assessed to control for alternative explanations ofinterest effect. A total of 286 8th, 9th, and 10th grade students was assigned to either a high topic interest or a low topic interest group. The participants had to read tow different texts (two weeks). Immediately afterwards, various process variables were assessed: Finally, participants weren given a recognition and verification tests, designed to assess the strength of the verbatim, propositional, and situational text representation. One Week after reading, students completed a recall rneasure: The interindividual finding with respect to the components of the representation of text revealed that the verbatim and the prepositional representation were not very predictable. The intraindividual analyses were more successful. The results were more consistent and interpretable with respect to the recall oftext. It was shown quite clearly that the effects ofinterest are not only short-term. Most importantly, it could be shown that topic interest is related to text recall independently ofother significant predictors.

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“…D'autres études arrivent à des conclusions semblables, à savoir que les bons lecteurs ont des attitudes plus positives envers la lecture que les mauvais lecteurs (Askov et Fischbach, 1973 ;Groff, 1962 ;Hake, 1969 ;Kennedy et Halinski, 1978 ;Shepps et Shepps, 1971 ;Zimmerman et Allebrand, 1965 ;McKenna et Kear, 1990). Alexander et Filler (1976) affi rment que les sentiments d'un élève face à la lecture déterminent dans une large mesure son succès dans ce domaine.…”

Section: Les Attitudes Vis-à-vis Des Tâches De Lecture Et D'écritureunclassified

Représentations, attitudes et pratiques de littératie chez des élèves allophones : construction d’un outil de dépistage des difficultés en matière de littératie

Beer-Toker

Gaudreau

2007

rse

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Résumé Cette étude avait pour objectif de proposer un outil qui décrit les représentations, attitudes et pratiques de littératie, et qui contribuerait au dépistage des élèves à risque au sein d’une population allophone. Au moyen de douze questionnaires, proposés dans les écrits récents, et administré à 150 enfants allophones âgés de 10 à 12 ans, nous avons étudié le lien de corrélation entre divers aspects de littératie et le rendement en lecture et écriture. Les indices de corrélation ont déterminé le choix de vingt questions pour chacun des deux questionnaires à valider lors de recherches futures. Les auteures discutent certaines variables étudiées.

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Children’s Attitudes Toward Reading and Their Critical Reading Abilities in Four Content-Type Materials

Cited by 34 publications

References 0 publications

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Motivation and learning — The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses

Représentations, attitudes et pratiques de littératie chez des élèves allophones : construction d’un outil de dépistage des difficultés en matière de littératie

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