東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A study of reading practices among c...

Davis, Dorothy L.

FindBook

Google Book

Amazon

博客來

A study of reading practices among college students in a teacher preparation program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of reading practices among college students in a teacher preparation program./
作者:	Davis, Dorothy L.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701575
ISBN:	9781321723458

A study of reading practices among college students in a teacher preparation program.
Davis, Dorothy L.

A study of reading practices among college students in a teacher preparation program. - 148 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

Teacher education programs mandate rigorous state requirements for graduates beginning with the admission process, but many teacher candidates fail the PRAXIS I tests. The purpose of this study was to investigate common reading practices among college students to determine if there was a relationship with unsuccessful test scores. The constructivist theory was appropriate for the theoretical framework because it addresses active learning concepts. Research questions focused on the perceptions of teacher candidates regarding their reading habits, attitudes, engagement, and influences of preferences of reading. To answer these research questions, the researcher designed a qualitative study that involved face-to-face interviews of eleven participants. Responses were compared of those who passed the PRAXIS I reading test on the first attempt of testing with those who did not pass. The data analysis was organized according to Merriam's suggestions, and the following four themes emerged: habits, attitudes, engagement, and influences of the preferences of reading. Key findings showed major differences between a regular reading schedule, procrastination issues, active engagement for focused attention of complex text, and utilization of strategies for better comprehension. An implication from this study is that active reading engagement is essential for academic success and it is especially important for teachers to help students improve reading practices. This study indicates that educators should implement instructional strategies that will engage students in reading for academic success.

ISBN: 9781321723458Subjects--Topical Terms:

2122756
Reading instruction.

A study of reading practices among college students in a teacher preparation program.
LDR:02462nmm a2200265 4500 001 2074018
005 20160927021508.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321723458
035 $a (MiAaPQ)AAI3701575
035 $a AAI3701575
040 $a MiAaPQ $c MiAaPQ
100 1 $a Davis, Dorothy L. $3 3189316
245 1 2 $a A study of reading practices among college students in a teacher preparation program.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Bonita Wilcox.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a Teacher education programs mandate rigorous state requirements for graduates beginning with the admission process, but many teacher candidates fail the PRAXIS I tests. The purpose of this study was to investigate common reading practices among college students to determine if there was a relationship with unsuccessful test scores. The constructivist theory was appropriate for the theoretical framework because it addresses active learning concepts. Research questions focused on the perceptions of teacher candidates regarding their reading habits, attitudes, engagement, and influences of preferences of reading. To answer these research questions, the researcher designed a qualitative study that involved face-to-face interviews of eleven participants. Responses were compared of those who passed the PRAXIS I reading test on the first attempt of testing with those who did not pass. The data analysis was organized according to Merriam's suggestions, and the following four themes emerged: habits, attitudes, engagement, and influences of the preferences of reading. Key findings showed major differences between a regular reading schedule, procrastination issues, active engagement for focused attention of complex text, and utilization of strategies for better comprehension. An implication from this study is that active reading engagement is essential for academic success and it is especially important for teachers to help students improve reading practices. This study indicates that educators should implement instructional strategies that will engage students in reading for academic success.
590 $a School code: 1351.
650 4 $a Reading instruction. $3 2122756
690 $a 0535
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701575