Literaturnachweis - Detailanzeige
| Autor/in | Herry, Yves |
|---|---|
| Titel | Relationship between Achievement in Reading and Self-Concept Relation to Reading. |
| Quelle | (1987), (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Cognitive Ability; Elementary Education; Grade 3; Grade 4; Reading Achievement; Reading Research; Self Concept |
| Abstract | A study examined: (1) whether a relationship exists between self-concept relating to reading and reading performance of school children in grades three and four; and (2) whether it is possible to identify the four types of self-concept proposed by M. Levesque and derived from Staats Paradigmatic Behaviorism (positive-realistic, positive-unrealistic, negative-realistic, and negative-unrealistic). Subjects, 109 students from four classes, were divided into four groups according to their reading performance: high, mid-high, mid-low, and low achievers. Each student answered five questions evaluaing his or her self-concept relating to reading. The results indicated a significant difference among the four groups of students with respect to their self-concept relating to reading. Results also indicated that 49% of the children had a positive-realistic self-concept, 33% had a positive-unrealistic self-concept, 12% had a negative-realistic self-concept, and 4% had a negative-unrealistic self-concept. (Three tables of data are included and seven references are attached.) (Author/ARH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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