Whiteway, Rosalie A. (1995) A study of the interrelationships among fifth-grade students' concepts of parental relationships, peer relationships, reader 'self', gender, reading attitude and comprehension. Masters thesis, Memorial University of Newfoundland.
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The overall purpose of the study was to investigate the interrelationships among various self-concepts, gender, reading attitude, and reading comprehension in a group of grade five students. The particular self-concepts included students’ reading self-concept, self-concept of peer relations and self-concept of parent relations. -- The testing instruments that were used in this study were the Self-Description Questionnatre-1 (SDQ-1) to measure the various self-concepts, the Elementary Reading Attitude Survey (ERAS) to measure reading attitude, and the Gates-MacGinitie Reading Test, Level D 5/6, Form 3, to measure reading comprehension. -- This study was conducted with 58 grade five students, 25 boys and 33 girls, who were of varying reading ability and attended a three-stream school in St. John's. Regular correlational analyses using the Pearson Product-Moment Method were performed to examine intercorrelations among the three self-concept scores, the three reading attitude scores, and the one reading comprehension score. As well, T tests were performed to determine the influence of gender on the various self-concepts, reading attitude, and reading comprehension. -- For this group of grade five students, statistically significant relationships were found between: -- 1. students' self-concept of parent relations and academic reading attitude, -- 2. Students’ reading self-concept and recreational reading attitude, -- 3. Students’ reading self-concept and academic reading attitude, -- 4. students' reading self-concept and full-scale reading attitude, -- 5. students' reading self-concept and reading comprehension, -- 6. students' recreational reading attitude and reading comprehension, and -- 7. students' full-scale reading attitude and reading comprehension. -- There were no differences between: -- 1. grade five males and females in their self-concept of peer relations, -- 2. grade five males and females in their self-concept of parent relations, -- 3. grade five males and females in their reading self-concept, -- 4. grade five males and females in their recreational reading attitude, -- 5. grade five males and females in their academic reading attitude, -- 6. grade five males and females in their full-scale reading attitude, and -- 7. grade five males and females in their reading comprehension. -- Overall, the study results confirmed that there are significant relationships among reading attitudes, self-concepts and reading comprehension.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 131-146.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Reading (Elementary); Reading comprehension; Self-perception in children; Students--Attitudes|
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