Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1997
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED404635 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- "I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom. Maaka, Margaret J. Lipka, Pamela A. Classroom Environment Classroom Techniques Comparative Analysis Grade 6 Intermediate Grades Literacy Reading Attitudes Student Attitudes Student Centered Curriculum Student Motivation Teacher Behavior Teaching Methods A comparative study examined the literacy habits and attitudes of children in two sixth-grade classrooms in Hawaii, one with a learning-centered instructional approach and the other with a traditional transmission instructional approach. The majority of the 26 students in the learning-centered classroom and the 24 students in the traditional classroom were a mix of Polynesian, Caucasian, and Asian students who spoke "Pidgin" or Hawaii Creole English as their first language. The learning-centered classroom was characterized by practices that promoted shared expectations and co-ownership of the curriculum; a sense of camaraderie; collaborative learning; independent learning; high self-esteem; and high levels of motivation. The traditional classroom was characterized by practices that emphasized teacher-centered expectations, and used commercially produced programs and evaluation methods. Students completed a 40-item Likert survey at the end of the school year. Results indicated that students in the learning-centered classroom were more likely than their counterparts in the traditional classroom to: (1) perceive themselves as able learners; (2) like to go to the school library; (3) feel positive about learning through a variety of experiences; and (4) like reading all kinds of books so they could learn new things. Results also indicated that only 10% of the children in the learning-centered classroom and only 15% of the children in the traditional classroom often go to the library with their parents. Findings suggest support for the hypothesis that children who learn through a learning-centered approach develop positive literacy habits and attitudes. (Contains nine references.) (RS)