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A study focused on the relationship between emotions and literacy achievements. It begins with a mention of the theoretical contributions which backed up the study. In the Dudelange project survey (4th graders), the following literacy variables are available: word recognition, two different measures for reading comprehension, spelling, vocabulary and structuring. On the emotion side data were collected on: anxiety, test anxiety, school reluctance, stress, stress coping strategies, effort avoiding, zeal, self-concept. In a first step, two indicators were constructed: the first one concerning literacy, the general literacy factor, has been obtained by means of factor analysis. The second one concerns students' emotional situation. Data have been reduced in two ways: by factor and by cluster analysis. With regard to their emotional situation in school, clustering assigns students to one of the following five groups: helplessness, hostility, defense, realism, optimism. Results indicated a strong relationship between both parameters. It concludes with prospects for further research and conclusions drawn concerning both the theory of reading and practical consequences for the everyday work in schools. (Contains 14 references, and 20 tables and 12 figures of data.) (RS)

Descriptors: Affective Measures, Emotional Experience, Emotional Response, Grade 4, Intermediate Grades, Literacy, Reading Achievement, Reading Comprehension, Reading Research











Autor: Berg, Charles; Lick, Paulette

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6798&id=ED459455







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