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dc.contributor.advisorBooth, Julie L.
dc.creatorHood, Nicholas Robert
dc.date.accessioned2020-11-04T15:20:06Z
dc.date.available2020-11-04T15:20:06Z
dc.date.issued2015
dc.identifier.other958156782
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3022
dc.description.abstractReading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.
dc.format.extent99 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEducational Psychology
dc.subjectReading Achievement
dc.subjectReading Attitude
dc.subjectStudent Gender
dc.subjectTeacher Gender
dc.titleUnder which conditions does reading attitude most influence reading achievement?
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberSmith, Michael W. (Michael William)
dc.contributor.committeememberFarley, Frank
dc.contributor.committeememberIkpa, Vivian W.
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3004
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-04T15:20:06Z


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