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This report discusses a program to increase student self-esteem in order to improve student reading achievement. The targeted population consisted of students in grades first, second, and third. The study took place in the northwestern suburbs of a large metropolitan area in Illinois. The problems of low self-esteem and low reading achievement were documented through data revealing student reading attitudes and self-concepts through parent surveys, student questionnaires, student records, student journal entries, teacher checklists, anecdotal records and diagnostic measures. Analysis of probable cause data revealed that students' poor reading achievement was due to lack of self-esteem brought on by family, school, society, and peers. A review of the research indicated that a self-esteem curriculum may have an impact on reading achievement. A review of solution strategies suggested by the research combined with an analysis of the problem setting resulted in the selection of four major categories of intervention: celebrating the self, the family, friends, and team-building. Post intervention data indicated no relevant correlation between self-esteem and reading achievement. Contains 33 references and 16 figures of data. Appendixes contain a student attitude survey and scoring guide; reading assessment materials; a self-concept scale; a parent observation guide; and a list of self-esteem affirmation and journal statements. (Author/SR)

Descriptors: Action Research, Instructional Effectiveness, Primary Education, Reading Achievement, Reading Improvement, Reading Research, Self Esteem











Autor: Crow, Rebecca E.; Hoops, Susan Marie; Williams, Jennifer L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6502&id=ED433499







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