Promise for Enhancing Children's Reading Attitudes through Peer Reading: A Mixed Method Approach

Autor/in	Lee, Youngju
Titel	Promise for Enhancing Children's Reading Attitudes through Peer Reading: A Mixed Method Approach
Quelle	In: Journal of Educational Research, 107 (2014) 6, S.482-492 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.836469
Schlagwörter	Peer Teaching; Student Attitudes; Reading Attitudes; Mixed Methods Research; Elementary School Students; Teaching Methods; Program Effectiveness; Attitude Measures; Standardized Tests; Reading Comprehension; Reading Tests; Student Surveys; Satisfaction; Interviews; Student Journals; Attitude Change; Skill Development; Reading Skills; Foreign Countries; Oral Reading; Cooperative Learning; Intervention; South Korea + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Leseverstehen; Lesetest; Schülerbefragung; Zufriedenheit; Interviewing; Interviewtechnik; Studentenzeitung; Attitudinal change; Einstellungsänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Ausland; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Kooperatives Lernen; Korea; Republik
Abstract	Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students' attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10