Reading Attitudes of Texas High School Students

Autor/inn/en	Bussert-Webb, Kathy; Zhang, Zhidong
Titel	Reading Attitudes of Texas High School Students
Quelle	In: Reading Psychology, 37 (2016) 3, S.424-448 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1059396
Schlagwörter	Reading Attitudes; High School Students; Predictor Variables; Student Attitudes; Theories; Social Justice; Gender Differences; Institutional Characteristics; Public Schools; Private Schools; Rural Urban Differences; School Size; Teacher Student Ratio; Student Diversity; Poverty; Measures (Individuals); Likert Scales; Socioeconomic Status; Minority Group Students; Texas + Suchen Sie Ihr Suchwort? Reading behavior; Rading behaviour; Leseverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Schülerverhalten; Theory; Theorie; Soziale Gerechtigkeit; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule; Stadt-Land-Beziehung; Lehrer-Schüler-Relation; Armut; Messdaten; Likert-Skala; Socio-economic status; Sozioökonomischer Status
Abstract	Through random sampling, we surveyed 2,568 high school students throughout Texas to determine their reading attitudes vis-à-vis individual and school background variables. Sources were the Rhody reading attitude scale and public domain campus summary data; the lenses of attitude theory and social justice informed this study. Significant differences appeared in overall reading attitude and gender, as well as these school characteristics: public and private, rural and urban, low and high poverty, low and high diversity, and small versus large student-teacher ratios. From the results, an avid reader from a public school would be in small classes in an urban school serving mostly students of color and poverty. These findings challenge educators, researchers, and policy-makers to rethink common misperceptions of the reading attitudes of youths in diverse, high-poverty urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01