High Schools Students' Instructional Preferences When Reading Literary Works of Art

Autor/inn/en	Raines, Angela Sykes; Brabham, Edna Greene; Aycock, Anna
Titel	High Schools Students' Instructional Preferences When Reading Literary Works of Art
Quelle	In: Reading Matrix: An International Online Journal, 7 (2007) 2, S.97-116 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	High School Students; Reading Attitudes; Preferences; Reading Instruction; Literary Genres; Aesthetics; Teaching Methods; Gender Differences; Correlation; Rural Schools; Language Arts; Reader Text Relationship; Critical Reading; Reader Response; Statistical Analysis; Regression (Statistics); Questionnaires + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading behavior; Rading behaviour; Leseverhalten; Leseunterricht; Literarische Form; Ästhetik; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Korrelation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sprachkultur; Kritisches Lesen; Leserbrief; Statistische Analyse; Regression; Regressionsanalyse; Fragebogen
Abstract	Despite the fact that students are an important component of the educational process, their preferences for instruction are not typically a consideration for classroom practices. The purpose of this survey study was to determine high school students' preferences for methods used in the instruction of literary works of art. Students expressed preferences for instructional methods that promoted either aesthetic or efferent stances as explained in Louise Rosenblatt's transactional theory. In addition, this study explored students' reasons for preferences and examined correlations between gender, reading concepts, reading attitudes, and students' preferences for instructional methods. Students preferred the instructional method that promoted an aesthetic stance (60.72 %) which using a chi-square nonparametric test were statistically significant ?(superscript 2) (1, n = 84) = 3.857, p[underlined] = 0.05. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01