College Textbook Reading Attitude Survey: The Development of an Attitude Measuring Tool and Vocabulary and Reading Comprehensions Impact on Student Teachers Attitudes and Perceptions Concerning College TextbooksReportar como inadecuado




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Journal on Educational Psychology, v2 n4 p54-64 Feb-April 2009

Attitude toward reading has long proven to be of importance in learning. This study designed a survey instrument for college teachers to gage future teachers, college students' attitudes toward the reading of textbooks. College students (n = 64) responded to two instruments, the newly created survey called the College Textbook Reading Attitude Survey (CTRAS) and the Nelson-Denny Reading Test. Both qualitative findings and quantitative results indicated that many college students, future teachers, in the sample have fair to poor attitudes toward reading textbooks and are more apt to exhibit reading comprehension as well as vocabulary deficits. The purpose of the CTRAS instrument was to facilitate a communicative, social learning exchange between college teachers and their students regarding textbook reading and learning. Several recommendations and future research proposals are offered for review.

Descriptors: Test Construction, Attitude Measures, Reading Attitudes, College Faculty, Preservice Teachers, Student Attitudes, Textbooks, Student Surveys, Qualitative Research, Statistical Analysis, Reading Comprehension, Vocabulary, Reading Tests

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Autor: Gentry, James E.; Becker, Melisa; Lamb, Holy; McGregor, Jenifer

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3967&id=EJ1097775







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