Influences of family based prerequisites, reading attitude, and self-regulation on reading ability

Swalander, Lena; Taube, Karin

doi:10.1016/j.cedpsych.2006.01.002

Cited by 93 publications

(88 citation statements)

References 38 publications

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“…In addition, a number of studies have revealed gender differences in the amount of time devoted to reading (Gibbons, Lynn & Stiles, 1997). It has also been found that a higher percentage of girls indulge in leisure reading than boys (Abilock, 2002;Swalander & Taube, 2007). The female students show a more positive attitude to reading (see Swalander & Taube, 2007) and a preference for reading a variety of genres compared to male ones (Clark, Osborne & Akerman, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Griva¹,

Alevriadou²,

Semoglou³

2012

IES

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The purpose of the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and metacognitive strategies, (2) to record the difficulties encountered by males and females when reading and (3) to highlight possible differences between male and female students in reading preferences. 405 Greek students (206 boys and 199 girls, M=11.21 years old, SD.=0.47) participated in the study and were asked to fill in a questionnaire including questions related to reading preferences and attitudes. In addition, 32 students from the total sample were asked to choose their favourite text to read and think aloud about the processes they followed and the strategies they used. The questionnaire results indicated significant differences between male and female students in reading preferences, since the female students showed a greater preference for 'human-interest' stories and male ones preferred to read comics and action-stories. The verbal data revealed the female students' flexibility in strategy use and their higher metacognitive awareness compared to male students. Reading, gender and social factors are discussed in the light of citizenship education.

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Section: Introductionmentioning

confidence: 99%

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Griva¹,

Alevriadou²,

Semoglou³

2012

IES

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“…It has been found that females show a more positive attitude to reading, whereas males reported significantly more goal-oriented strategies with more memorizing, elaboration, and instrumental motivation (Swalander & Taube, 2007). Gender is also an important factor in students' perception of the use of FL reading strategies in academic settings: quantitative data have revealed that male learners think about whether the content of the text fits their reading purpose more than female learners (Akarsu & Harputlu, 2014: 69).…”

Section: Reading Strategiesmentioning

confidence: 99%

“…The role of gender in FL reading has been the focus of several studies (Brantmeier, 2003;Swalander & Taube, 2007;Young & Oxford, 1997). It has been found that females show a more positive attitude to reading, whereas males reported significantly more goal-oriented strategies with more memorizing, elaboration, and instrumental motivation (Swalander & Taube, 2007).…”

Section: Reading Strategiesmentioning

confidence: 99%

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Bojović¹

2017

ESP Today

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This paper explores the concepts of disciplinary literacy and content-area literacy as well as disciplinary literacy in English as a foreign language for biotechnology engineering. Literacy practices in English as a foreign language in biotechnology are focused on the reading practices and reading strategies that students and disciplinary experts use. The participants are 94 undergraduate students of biotechnical sciences at the University of Kragujevac, Serbia, and 46 biotechnology engineering experts. The focus of the study is the use of reading strategies in English by these two groups. Based on measures of internal consistency, descriptive statistics and ANOVA, the study demonstrates that the most prominent reading strategies used by biotechnology students and experts involve re-reading for better understanding and for details, using background knowledge, using text features, and finding main ideas. The experts generally use reading strategies more frequently than the students. They are more motivated to read English-medium material than the students; they choose the text for reading on their own, confirm the purpose of reading, and discuss what is read with others significantly more frequently than the students. Reading silently is the only reading strategy where gender differences were found.Key words biotechnology engineering, disciplinary literacy, English as a foreign language, reading, strategies. * Corresponding address: Milevica Bojović, University of Kragujevac, Faculty of Agronomy in Čačak, Cara Dušana 34, 32000 Čačak, Serbia. DISCIPLINARY LITERACY IN ENGLISH AS A FOREIGN LANGUAGE IN BIOTECHNOLOGY ENGINEERINGhttps://doi.org/10.18485/esptoday.2017.5.2.5Vol. 5(2)(2017): Sažetak Cilj ovog rada je da se odrede pojmovi disciplinarne pismenosti, pismenosti u okviru različitih sadržaja i disciplinarne pismenosti u oblasti engleskog kao stranog jezika u biotehnologiji. Kako je ispitivanje pismenosti na engleskom kao stranom jeziku u oblasti biotehnologije usmereno na praćenje aktivnosti čitanja i strategija čitanja, cilj rada je i ispitati koje strategije čitanja na engleskom jeziku primenjuju studenti i stručnjaci. Uzorak čini 94 studenata osnovnih studija Univerziteta u Kragujevcu i 46 stručnjaka u oblasti biotehnološkog inženjerstva. Na osnovu rezultata dobijenih statističkim postupcima kao što su interna konzistentnost, deskriptivna analiza i univarijantna analiza varijanse, istraživanje ukazuje da i studenti i stručnjaci u oblasti biotehnologije najčešće primenjuju sledeće strategije čitanja: ponovno čitanje radi boljeg razumevanja teksta, ponovno čitanje radi pronalaženja pojedinosti u tekstu, primena već stečenih znanja, korišćenje osobina teksta radi njegovog razumevanja, pronalaženje glavne ideje u tekstu. Stručnjaci primenjuju strategije čitanja češće nego što to čine studenti. Stručnjaci su i značajno više motivisani da čitaju na engleskom jeziku u odnosu na studente. Takođe, stručnjaci značajno češće samostalno biraju tekstove koje će čitati na engleskom jeziku, potvrđuju svrsishodnost...

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“…Thames and Reeves-Kazelskis (1992) claim that reading attitude is a major determining factor in the degree of students' willingness to engage in reading activities. Swalander and Taube (2007) showed in their correlational study that reading attitude influenced reading ability. McKenna (2001: 140) proposes two principal beliefs that affect attitude: the reading activity itself and how one's friends view reading.…”

Section: Affective Factors In Readingmentioning

confidence: 99%

Efficacy of a reading intervention for first-year university students

Boakye

2017

PLING

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Influences of family based prerequisites, reading attitude, and self-regulation on reading ability

Cited by 93 publications

References 38 publications

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Efficacy of a reading intervention for first-year university students

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