Literaturnachweis - Detailanzeige
| Autor/inn/en | Henderson, Edmund H.; Long, Barbara H. |
|---|---|
| Institution | Virginia Univ., Charlottesville. |
| Titel | A Study of the Independent Reading of Achieving Fifth Graders. |
| Quelle | (1970), (49 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | After School Programs; Grade 5; Independent Reading; Individual Reading; Library Circulation; Reading Achievement; Reading Development; Reading Interests; Reading Research; Reading Tests |
| Abstract | The independent reading behavior of 150 achieving fifth graders was investigated. Attention was directed toward the quality and variety of choice as well as to the number of books read. These variables were intercorrelated with standardized achievement tests, IQ, and a number of noncognitive and demographic variables. Indices of quantity, variety, and quality were derived from (1) records of library usage, (2) the child's own record of books read, and (3) time records of out-of-school activities. Correspondence across data sources supported validity. Significant findings suggested that (1) quantity of reading was related positively to reading efficiency, intelligence, socioeconomic class, and attitude toward reading, (2) avid readers were characterized by distinctive personality patterns which were different for boys and girls, (3) variety of reading increased as a function of quantity, and (4) quality of reading was negatively related to quantity, efficiency, IQ, and reading attitude. It was concluded that efficient readers do not necessarily attain the broad pattern of reading maturity as conceptualized by Gray and Rogers, and that standardized tests are an inadequate measure of the quality and variety of independent reading. Tables and a bibliography are included. (Author/WB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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