This research examined the effects of a whole language-inspired literature-based reading program on pupils’ reading comprehension and attitudes toward reading. It employed a naturalistic research design to uncover th...This research examined the effects of a whole language-inspired literature-based reading program on pupils’ reading comprehension and attitudes toward reading. It employed a naturalistic research design to uncover the usefulness of such a program in improving children’s reading comprehension and attitudes. Results of the study showed that the program had a positive impact on pupils’ comprehension and attitudes toward reading. In the program, children were given ample opportunities to take an active role in their own learning. Factors believed to have contributed to their improved comprehension were: the regular independent activities, the engagement activities, the learner-centered classroom environment, the broader view of reading underlying the program, the teacher’s regular demonstrations of reading strategies and the daily reading activities. Attitudes were evidently enhanced by the supportive learning atmosphere, the many varied and interesting activities, the presence of literacy centers, the teacher’s daily reading aloud of stories, the pupils’ regular opportunities to read self-selected reading materials and activities, and the use of high quality children’s literature.展开更多
文摘This research examined the effects of a whole language-inspired literature-based reading program on pupils’ reading comprehension and attitudes toward reading. It employed a naturalistic research design to uncover the usefulness of such a program in improving children’s reading comprehension and attitudes. Results of the study showed that the program had a positive impact on pupils’ comprehension and attitudes toward reading. In the program, children were given ample opportunities to take an active role in their own learning. Factors believed to have contributed to their improved comprehension were: the regular independent activities, the engagement activities, the learner-centered classroom environment, the broader view of reading underlying the program, the teacher’s regular demonstrations of reading strategies and the daily reading activities. Attitudes were evidently enhanced by the supportive learning atmosphere, the many varied and interesting activities, the presence of literacy centers, the teacher’s daily reading aloud of stories, the pupils’ regular opportunities to read self-selected reading materials and activities, and the use of high quality children’s literature.
