Crocker, Maureen (1995) Using a reading workshop to improve seventh graders' reading vocabulary, comprehension, attitudes, and concepts of 'self as reader'. Masters thesis, Memorial University of Newfoundland.
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The purpose of this study was to assess and evaluate the effect of a Reading Workshop on a heterogeneous group of Grade 7 students' reading achievement, attitude, and concept of 'self as reader'. This study also investigated the effect on students' perceptions of peer and parent relations, as well as general school and general self-concepts. -- The three-month study consisted of exposing 21 students to a Reading Workshop for 11 of the 14 one-hour periods in a 14-day cycle. Three main components of the program were mini-lessons, independent reading, and the dialogue journal. A case study design was used to report the results. -- Students were administered pretests and posttests in reading achievement, attitudes, concept of 'self as reader', peer and parent relations, as well as general school and general self-concepts. Descriptive data of the process were also collected by the researcher. -- Results of the Gates-MacGinitie Reading Tests revealed mean gains in comprehension. An analysis of variance showed gains in comprehension were statistically significant at the .006 level. The Estes Attitude Reading Scale revealed 81% of the students stayed at the same level or showed improvement in their attitude toward reading with a mean gain of 6.2. These gains were statistically significant at the .003 level. The "affective" domain was emphasized in the dialogue journals and students also showed growth in this area. Marsh's Self-Description Questionnaire - 1 revealed that 85.7% of the students stayed at the same level or showed improvement in their concept of ‘self as reader'. Mean gain was 11.9. This was statistically significant at the .001 level. The peer relations scale revealed a mean gain of 2.6 and statistical significance at the .025 level. The general self-concept scale also showed a mean gain of 1.5 and a statistical significance at .036 level. Statistical significance was not achieved on the general school and parent relations scale. -- Based on these results, this study indicated that more opportunities for time, ownership, and response in reading, as provided by a Reading Workshop, are required in reading.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 207-218.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Reading (Elementary); Reading comprehension; Students--Attitudes; Students--Books and reading; Children--Books and reading|
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