Using a literature-based reading writing program in a grade 11 classroom to improve children's reading achievement, self-concept, and attitudes towards reading and writing

• Main Author: Greene, Catherine M., 1947-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1988
• Subjects: Reading (Secondary); English language > Composition and exercises > Study and teaching (Secondary); Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/247227

Thesis (M.Ed.)--Memorial University of Newfoundland, 1989. Education Bibliography: leaves 139-156. This study set out to explore the relationships between reading and writing; to investigate and describe the effect of an integrated reading and writing program on reading achievement, reading attitude, writing attitude, and self-concept as learner; and to report parents' involvement in and reaction to the program. To this end an integrated reading and writing program was implemented in a grade two classroom and evaluated, using a case study design to report the results. The research was based on the following four questions. Does the integrated reading and writing program provide: -- 1. improved students’ performance in reading? -- 2. improved students’ self-concepts as learners? -- 3. improved students' attitudes towards reading? - 4. improved students' attitudes towards writing? -- The investigation also sought to explore relationships between reading achievement and (1) self-concept, (2) attitudes towards reading, (3) attitudes towards writing and (4) parental involvement. - The researcher/teacher designed an integrated reading and writing program to accommodate theories of language learning presented in the review of the literature. Students were administered pretests and posttests in reading achievement, self-concept, attitudes towards reading and attitudes towards writing to determine if the program affected these variables. Descriptive data were collected throughout the study to ascertain if activities that were specified by the theory were being effectively operationalized and implemented. -- Results at the end of the program indicated positive answers to all four questions. Students' performances on the standardized reading pretest and posttest were compared with the norms and showed that the mean gain of the study group in both vocabulary and comprehension was greater than the Canadian national mean gain. Average reading growth in months for the study group was 9.1 months in vocabulary and 12.7 months in comprehension and greater than the expected seven month growth. Statistical analysis confirmed that the gains in comprehension were significant at the .05 level. 88.5% of the students showed an improvement in self-concept. 84.6% showed improved attitudes towards reading and 92.3% showed improved attitudes towards writing. -- Statistical analysis showed a positive correlation between reading achievement and (1) reading attitudes and (2) self-concept. The study gave evidence that writing activities can positively affect reading comprehension but there was no significant correlation between reading achievement and writing attitudes. Although parental invovlement was high, it was not significantly correlated with the reading achievement of the students.