Saturday, January 9, 2010

The Effect of Literature-Based Reading Instruction on tenth-grade students' attitudes toward reading



The Effect of Literature-Based Reading Instruction on tenth-grade students' attitudes toward reading


 
Tawfiq Mohammed Tawfiq Omar


The Effect of Literature-Based Reading Instruction
on Tenth-Grade Students' Attitudes toward Reading

By
Tawfiq Mohammed Tawfiq Omar
Supervisor
Dr. Suzanne Arafat
2000

The purpose of this study was to investigate the effect of whole language literature-based reading instruction on students' attitudes toward reading. More specifically, this study aimed at answering the following questions:

-Is there a significant difference in tenth-grade students' reading attitudes due to the whole language, literature-based reading instruction? Is there a significant difference between the mean scores of the males' and females' attitudinal tests due to the whole language, literature-based reading instruction? Is there a significant difference in tenth-grade students' attitudes toward reading due to the interaction between the students' gender and their group?

The population of' the study consisted of the tenth grade students' in the public schools of Nablus Directorate of Education in the scholastic year 1999/2000. The sample of the study consisted of (156) tenth grade students divided into two treatment groups, an experimental group with (78) students (41 females and 37 males), and a control group with (78) students (43 females and 35 males).

The Elementary Reading Attitude Survey was administered three days before the beginning of the treatment period. The analysis of the data obtained showed that the two groups were not equivalent in the attitudinal mean scores. Then the experimental groups were taught a number of texts representing different literary genres using the literature-based reading instruction, while the control groups were taught a number of reading comprehension passages from their basal readers using the traditional method of teaching reading. Three classroom periods for four weeks were allotted for each class. At the end of the four-week treatment period, students were given the elementary Reading Attitude Survey again to measure the change in their attitude toward reading.


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