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| Autor/in | Nichols, Teresa M. |
|---|---|
| Titel | A Study To Determine the Effects of the Junior Great Books Program on the Interpretive Reading Skills Development of Gifted/Able Learner Children. |
| Quelle | (1993), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Childrens Literature; Elementary Education; Elementary School Students; Gifted; Group Discussion; Instructional Effectiveness; Interpretive Skills; Program Effectiveness; Reading Skills; Skill Development; Student Attitudes; Thinking Skills |
| Abstract | This study sought to determine the effects of the Junior Great Books program on the higher level thinking skills of gifted/able learners and on interpretive reading skills development. Three groups of students were observed. They consisted of 83 elementary students in 2 experimental groups, all of whom participated in a Junior Great Books program, and 143 gifted/able second, fourth, and fifth graders in a control group. Students met for 12 sessions to discuss a story (either traditional or modern) that everyone had read in advance, led by adults specially trained by the Great Books Foundation to ask questions that encourage students to think about the meaning of what they have read. Results showed that quantitative measures did not reveal a significant increase in the mean scores of School Ability Indexes on the Otis-Lennon School Ability Test, but qualitative measures revealed that the quality of answers significantly improved as a result of participation in the Junior Great Books discussions. Anecdotal records before and after the program indicated that participants exhibited enthusiasm in vocabulary development, increased interest in literature, and positive attitudes toward the special reading program. (JDD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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