Social and motivational influences on reading

Pages numbered 1-70Bibliography: p. 47-69Supported in part by the National Institute of Education under contract no. NIE-400-81-003

Sex equity in mathematics and science education: Research-policy links

Despite the accumulation of a large body of research concerning effective sex equity practices in math and science, the lack of change in educational procedures suggests the need to reexamine the role of research in policy and program planning. This paper reviews the current research on sex equity in mathematics and science education, focusing on research in the categories of educator-student interaction, instructional context, and macrolevel demographics. Existing applications of current research to mathematics and science education programs are examined at regional, state, district, and individual school levels. Recommendations for future directions in policy and research are made, emphasizing the gaps in knowledge on each side. The paper ends with specific suggestions for strengthening the links between research and policy in the area of sex equity.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44447/1/10648_2005_Article_BF01326549.pd

Training referential communication skills

To appear in W.P. Dickson (Ed.), Children's Oral Communication Skills. New York : Academic Press.Includes bibliographical references (p. 37-42)Research reported herein was supported in part by the National Institute of Child Health and Human Development grant, in part by the University of Illinois Research Board, and in part by the National Institute of Education. US-NIE-C-400-76-0116 HD 0730

Influence of comparison training on children's referential communication

Includes bibliographical references (p. 26-28)Research reported by the National Institute of Child Health and Human Development grant, additional support was provided by the National Institute of Education and by the University of Illinois Research Board. US-NIE-C-400-76-0116 HD 0730

Influence of Concept Oriented Reading Instruction on Children\u27s Motivation for Reading

Es werden Ergebnisse einer Interventionsstudie zu den Effekten von CORI ("Concept Oriented Reading Instruction") auf die Lesemotivation von Schülern berichtet. CORI ist ein Programm zur Förderung des Leseverständnisses, in dem die Vermittlung von Lesestrategien integriert im naturwissenschaftlichen Unterricht erfolgt. Es kombiniert die direkte Unterweisung in verschiedene Lesestrategien, die erwiesenermaßen das Leseverständnis fördern, mit verschiedenen Methoden, die die Motivation des Schülers steigern. In der Studie mit insgesamt 1140 TeilnehmerInnen wurde CORI in den dritten und vierten Klassen zweier Grundschulen implementiert. Ein alternatives Vorgehen, das ausschließlich auf die Vermittlung multipler Strategien ("Multiple Strategy Instruction", SI) abhebt, wurde in zwei weiteren Schulen realisiert. Im Rahmen des SI-Programms wurden Schülern dieselben Strategien wie in CORI vermittelt, allerdings ohne flankierende Motivierungsmaßnahmen. Mittels eines Prä-Posttest-Designs wurden die Effekte von CORI und SI auf Motivationsmaße (erhoben über Selbstberichte der Schüler und Lehrereinschätzungen) und Lesemenge (erfasst über Schülerangaben) ermittelt. Sowohl in der dritten als auch in der vierten Klasse konnte bei Schülern, die nach dem CORI-Ansatz unterrichtet worden waren, ein Anstieg in der intrinsischen Lesemotivation und der Lesehäufigkeit beobachtet werden. CORI-Schüler schnitten zudem im Posttest hinsichtlich mehrerer Maße besser ab als Schüler, deren Unterricht nach dem SI-Ansatz gestaltet worden war. Die Ergebnisse unterstreichen die Überlegenheit instruktionaler Lehr-Lern-Programme, in denen Strategievermittlung und Motivationsförderung verschränkt werden. Implikationen für langfristige Effekte werden diskutiert. (ZPID)In this article the author describes Concept Oriented Reading Instruction \u27s (CORI) effects on children \u27s reading motivation. CORI is a reading comprehension instructional program that integrates reading and science instruction. It includes direct instruction in different reading strategies known to facilitate reading comprehension, and provides support for students\u27 motivation through various instructional practices. In the study described here, CORI was implemented in the third and fourth grades of two elementary schools. A second instructional program consisting of multiple strategy instruction (SI) was implemented in two other schools. The SIprogram taught the same strategies as taught in CORI, but did not provide the direct motivation support. Utilizing a pre-posttest design we assessed the effects of CORI and SI on different measures of student motivation (student selfreport and teacher ratings of motivation), and students\u27 reports of the amount of reading that they do. At both third and fourth grade CORI students increased in their intrinsic motivation for reading and reading frequency. At posttest CORI students were higher than SI students on a number ofthe measures. Results show that instructional programs that provide direct support for students\u27 motivation enhance students\u27 motivation. Implications for students\u27 longterm engagement in reading are discussed. (DIPF/Orig.

Children's comprehension of high- and low-interest material and a comparison of two cloze scoring methods

Bibliography: leaves 26-2

The Influence of Task- Versus Self-Focus on Children's Achievement Performance and Attributions

241 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.Previous research has shown that high-anxious persons generally perform less well than low-anxious persons in evaluative situations. One explanation for this is that high-anxious persons attend less well to task demands, because they are overly preoccupied with self-doubt. Low-anxious persons focus more on task demands. The present research investigated how self-focus versus task-focus instructions influenced the performance and attributions for performance of high- and low-anxious children. It was expected that task-focus instructions would benefit high-anxious children's performance.High- and low-anxious children (identified by a test anxiety questionnaire) in second-, third-, fifth- and sixth-grade recalled a story under either self-focusing (telling children performance reflects on ability) or task-focusing (telling children to concentrate on the task) instructions. Following recall, half the children in each condition were given success feedback and half failure feedback. Children then made causal attributions for their performance.Results showed that children in the task-focus condition remembered more than children in the self-focus condition. Older children remembered more than younger children. Older high- and low-anxious children performed similarly in both conditions. Younger high-anxious children performed similarly in both conditions, but younger low-anxious children in the task-focus condition performed better than the other younger groups.High- and low-anxious children differed little in their performance attributions. Children in the task-focus condition blamed external factors such as task difficulty for their failure more than did children in the self-focus condition. Younger children attributed success more to luck and less to ability than did older children, and blamed failure more on lack of ability than did older children. There were few sex differences in attributions.The task-focusing instructions helped younger low-anxious children to remeber better, rather than benefitting high-anxious children's performance. Such instructions may have benefitted the younger children more because their memory strategies were less well developed. Generally, anxiety appeared to have less influence on performance and attributions in this study than in previous work.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD