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Math and science academy literacy in...

Blewitt, Angela.

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Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement./
Author:	Blewitt, Angela.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609834
ISBN:	9781303692437

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.
Blewitt, Angela.

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement. - 140 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2013.

This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students' reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed.

ISBN: 9781303692437Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.
LDR:02314nam a2200289 4500 001 1965178
005 20141020104639.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303692437
035 $a (MiAaPQ)AAI3609834
035 $a AAI3609834
040 $a MiAaPQ $c MiAaPQ
100 1 $a Blewitt, Angela. $3 2101801
245 1 0 $a Math and science academy literacy instruction: Student study strategies, self-perception as readers, and reading achievement.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Kim Hirabayashi.
502 $a Thesis (Ed.D.)--University of Southern California, 2013.
520 $a This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students' reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed.
590 $a School code: 0208.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Secondary. $3 539262
690 $a 0525
690 $a 0443
690 $a 0533
710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 0208
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609834