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What are the prerequisites, processes, and rewards of becoming an independent reader for pleasure?
- "In answer to the prerequisite aspect of the research question, it was concluded that the intervention had significantly influenced the development of independent readers, as measured by their mid-year book choices (i.e., reading more books and/or books with chapters). It was also concluded that reading attitude and independent reading developed along parallel but distinctive lines. Affective involvement with text was a common variable influencing both attitude and reading independence. Results of regression and qualitative analysis supported a dual coding theory of representation."
- "In the processes and rewards of developing independent readers for pleasure, school made a difference by providing series books that were interesting and of graduated difficulty, and that appealed to student needs. School also made a difference by providing regular read-aloud times with conversational supports, explicit instruction in reading strategies, time for selection of books, curricular supports of independent reading, related literacy activities, and regular times for sustained silent reading. Students, in both the intervention and control groups, significantly improved in both measures of comprehension (QNRT F(1,64) = 46.17, p $<$.0001, QLRT F(1,64) = 161.11, p $<$.0001). In addition, students who participated in the intervention had greater fluency gains (compared with the control group), as measured by their independent reading records (F(1,64) = 7.24, p $<$.009)."
- "The purpose of this study was to determine whether school could make a difference in the development of independent readers for pleasure. The subjects were third graders from a mixed socio-economic and cultural school population. Prerequisites were analyzed by submitting beginning-of-the-year measures to multiple regression analysis; mid-year reading patterns and reading attitudes were the dependent measures. A trade book intervention of series books--that have graduated difficulty and that attend to interest characteristics--was administered for twelve weeks. Processes and rewards were evaluated from quantitative (repeated measures analysis of variance) and qualitative (interviews, think aloud protocols, and videotaped reading) data."
- "Academic theses"
- "Dissertations, Academic"
- "Dissertations, Academic"@en
- "What are the prerequisites, processes, and rewards of becoming an independent reader for pleasure?"
- "What are the prerequisites, processes, and rewards of becoming an independent reader for pleasure?"@en