Differential Effects of Whole Language and Traditional Instruction on Reading Attitudes

1995 ◽  
Vol 27 (1) ◽  
pp. 19-44 ◽  
Author(s):  
Michael C. McKenna ◽  
Beverly D. Stratton ◽  
Martha C. Grindler ◽  
Stephen J. Jenkins
Keyword(s):  
Whole Language ◽  
Reading Attitudes ◽  
First Grade ◽  
Traditional Schools ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Basal Group ◽  
Main Effect ◽  
Language School ◽  
And Gender

This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1–5, N=485) and children in two traditional schools (Grades 1–5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1–5 ( N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new whole-language setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second whole-language school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.

scholarly journals Elementary Schoolers’ Attitudes toward Reading in English: How Boys Feel Relative to Girls

2016 ◽  
Vol 9 (6) ◽  
pp. 134 ◽  
Author(s):  
Ratnawati Mohd-Asraf ◽  
Hazlina Abdullah
Keyword(s):  
Second Language ◽  
Gender Gap ◽  
Reading Attitudes ◽  
Reading Literacy ◽  
Elementary Reading ◽  
Attitudes Toward Reading ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Academic Reading ◽  
Positive Attitudes

<p>This paper describes the results of a study that examined the attitudes of Malaysian primary school boys and girls toward reading in English as a Second Language. Using the Students’ Reading Attitude Survey, which the researchers adapted from McKenna and Kear (1990) Elementary Reading Attitude Survey, 2,666 responses were analysed using the non-parametric Mann-Whitney U test. The findings reveal that the students had positive attitudes toward recreational and academic reading in English as a second language, but that the girls scored significantly higher on all the dimensions of reading attitudes compared to the boys. The results provide some insights into the gender gap between boys and girls in reading literacy.</p>

scholarly journals Attitudes of Youth Toward Reading Before and After a Motivational Project

2021 ◽  
pp. 3-37
Author(s):  
Shirley A. Fitzgibbons
Keyword(s):  
Reading Attitudes ◽  
Reading Programs ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Recreational Reading ◽  
Specific Reading ◽  
Before And After ◽  
Student Reading ◽  
The Impact ◽  
Evaluation Project

As part of an evaluation project assessing the impact of a specific reading motivation program in 30 schools (20 elementary, 10 middle), a longitudinal study of student reading attitudes was conducted using the nationally-tested Elementary Reading Attitude Survey instrument. The instrument tested both attitudes toward recreational reading and school reading. The results have implications for types o reading programs as well as book access and use of libraries.

Relations among Dimensions of Reading Attitudes and Stages of Internalization of Reading Attitudes Held by Prospective Teachers

1988 ◽  
Vol 67 (2) ◽  
pp. 407-414
Author(s):  
Terry C. Ley ◽  
Barbara B. Schaer ◽  
Jone P. Wright ◽  
Kathy S. Neal
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Prospective Teachers ◽  
Reading Attitudes ◽  
Individual Development ◽  
Reading Attitude ◽  
Significant Function ◽  
Main Effect ◽  
Attitude Scales

To estimate how two reading attitude scales are related, 198 prospective teachers were administered the Mikulecky Behavioral Reading Attitude Measure and the Teale-Lewis Reading Attitude Scales. The former allowed classification of subjects according to Krathwohl's five stages of internalization of attitudes, while the Teale-Lewis scale measured the value subjects placed upon individual development, utilitarian and enjoyment dimensions of reading. Canonical analysis showed that the two instruments are related, with one significant function accounting for 64% of the variance. All subscales contributed significantly. The two-way multivariate analysis of variance with three dependent measures (Teale-Lewis dimensions) and two independent measures (sex and the five Mikulecky stages) gave one significant main effect—the five Mikulecky stages Readers classified at higher stages of internalization of attitudes tended 10 place greater value on all three Teale-Lewis dimensions than did readers at lower stages. Although 22% of the subjects were classified at one of the two highest stages (organization and characterization), 69% were classified at one of the two lowest stages (attending and responding).

scholarly journals No Self Without Salience: Affective and Self-relevance Ratings of 552 Emotionally Valenced and Neutral Dutch Words

2021 ◽  
Author(s):  
Lora I. Dimitrova ◽  
Eline M. Vissia ◽  
Hanneke Geugies ◽  
Hedwig Hofstetter ◽  
Sima Chalavi ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Emotional Valence ◽  
Age And Gender ◽  
Gender And Age ◽  
Main Effect ◽  
Emotional Salience ◽  
And Gender ◽  
The Relationship

AbstractIt is unknown how self-relevance is dependent on emotional salience. Emotional salience encompasses an individual's degree of attraction or aversion to emotionally-valenced information. The current study investigated the interconnection between self and salience through the evaluation of emotional valence and self-relevance. 56 native Dutch participants completed a questionnaire assessing valence, intensity, and self-relevance of 552 Dutch nouns and verbs. One-way repeated-measures ANCOVA investigated the relationship between valence and self, age and gender. Repeated-measures ANCOVA also tested the relationship between valence and self with intensity ratings and effects of gender and age. Results showed a significant main effect of valence for self-relevant words. Intensity analyses showed a main effect of valence but not of self-relevance. There were no significant effects of gender and age. The most important finding presents that self-relevance is dependent on valence. These findings concerning the relationship between self and salience opens avenues to study an individual's self-definition.

An Empirical Study on the Impact of Design Brief Information on the Creativity of Design Outcomes With Consideration of Gender and Gender Diversity

2019 ◽  
Vol 141 (7) ◽  
Author(s):  
Georgios Koronis ◽  
Pei Zhi Chia ◽  
Jacob Kang Kai Siang ◽  
Arlindo Silva ◽  
Christine Yogiaman ◽  
...  
Keyword(s):  
Empirical Study ◽  
Undergraduate Student ◽  
Contextual Information ◽  
Gender Diversity ◽  
First Year ◽  
Main Effect ◽  
And Gender ◽  
The Impact ◽  
Collaborative Sketching

This study aims to understand how information in design briefs affects the creativity of design outcomes. We tested this during a Collaborative Sketching (C-Sketch) ideation exercise with first-year undergraduate student designers. We focus on four types of stimuli—quantitative requirements, a visual example (video), a physical example, and contextual information—and we measure creativity according to three metrics—novelty, appropriateness, and usability with either the participants’ gender or the gender diversity of the participants’ groups. The findings suggest that the main effect of providing a video example results in high appropriateness and usability scores but low novelty scores and that physical-contextual briefs have high novelty and usability scores. In addition, we did not find any correlation between gender or gender diversity and creativity scores.

THE ELEMENTARY READING ATTITUDE SURVEY: FACTOR INVARIANCE ACROSS GENDER AND RACE

2004 ◽  
Vol 25 (2) ◽  
pp. 111-120 ◽  
Author(s):  
RICHARD KAZELSKIS ◽  
DANA THAMES ◽  
CAROLYN REEVES
Keyword(s):  
Elementary Reading ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Gender And Race ◽  
Factor Invariance

scholarly journals Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

2018 ◽  
Vol 9 (2) ◽  
pp. 79-92
Author(s):  
Hüseyin Kotaman ◽  
Aslι Balcι ◽  
Zeynep Nur Kιlιç Aydιn
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Reading Groups ◽  
The Impact ◽  
Personal Questionnaire

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

Brand imitation strategy, package design and consumer response: what does it take to make a difference?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fei Qiao ◽  
William Glenn Griffin
Keyword(s):  
Purchase Intention ◽  
Content Type ◽  
Package Design ◽  
Design Elements ◽  
Main Effect ◽  
Gender Neutral ◽  
And Gender ◽  
Imitation Strategy ◽  
Visual Shape ◽  
Main Effects

Purpose This study aims to investigate the effectiveness of a brand imitation strategy for the package design of male-targeted, female-targeted and gender-neutral products. Design/methodology/approach Three (2 × 2 × 2) between-subjects factorial experiments were conducted with three independent variables, namely, visual shape, color and logo, each classified as relevant/divergent. The dependent variables were participants’ attitudes toward the brand, attitudes toward the product and purchase intention. Findings There were no significant main effects or interactions for the male-targeted product. The results for the female-targeted product revealed no significant main effect of visual shape, a significant main effect of color and significant two-way interactions between visual shape and color and between visual shape and logo. Significant main effects were found for visual shape and color for the gender-neutral product. Practical implications A color scheme similar to that of a leading brand in the same product category more powerfully influenced participants’ attitudes and purchase intention, while a more holistically similar design had greater impact than a less holistic design. Some “divergence” or distinctive design elements of the female-targeted product positively influenced participants’ attitudes and behavior. These findings suggest that a brand imitation strategy offers a means for competing in the marketplace, but should be used with caution. Originality/value A conceptual continuum of brand imitation is proposed, incorporating visual semiotics, creativity theory and gender differences in cognitive styles to provide a more systematic method for delineating brand imitation levels.

Predicting Reading and Arithmetic Achievement with Measures of Reading Attitudes and Cognitive Styles

1982 ◽  
Vol 55 (1) ◽  
pp. 107-114 ◽  
Author(s):  
John Blaha
Keyword(s):  
Locus Of Control ◽  
Reading Attitudes ◽  
Demographic Variables ◽  
Regression Equations ◽  
Reading Attitude ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Intellectual Achievement ◽  
Arithmetic Computation ◽  
Responsibility Scale

The predictive validity of eight dimensions of reading attitude, field independence, and locus of control was investigated for 324 inner-city Detroit fifth graders. Analysis consisted of determining the regression of reading and arithmetic achievement criteria on students' responses to A Survey of Reading Attitudes, Group Embedded Figures Test, Intellectual Achievement Responsibility Scale, and demographic variables of age, sex, and race. The results were encouraging since the multiple Rs were not only significant but also accounted for a substantial proportion of achievement criterion variance. The regression equations accounted for the following criterion variance: reading, 36%; arithmetic concepts, 23%; and arithmetic computation, 19%. The Expressed Reading Difficulty reading attitude was the most important predictor in two equations and second most important in the third equation. Field independence contributed consistently to all three equations and locus of control (1+) made substantial contributions to the criteria of reading and arithmetic computation.

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