Language Teaching Strategies' Impact on Third-Grade Students' Reading Outcomes and Reading Interest

Autor/inn/en	Käsper, Maile; Uibu, Krista; Mikk, Jaan
Titel	Language Teaching Strategies' Impact on Third-Grade Students' Reading Outcomes and Reading Interest
Quelle	In: International Electronic Journal of Elementary Education, 10 (2018) 5, S.601-610 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Language Teachers; Teaching Methods; Grade 3; Reading Interests; Outcomes of Education; Elementary School Students; Vocabulary Skills; Vocabulary Development; Reading Comprehension; Foreign Countries; Achievement Tests; International Assessment; Correlation; Native Language; Reading Instruction; Word Recognition; Finno Ugric Languages; Questionnaires; Statistical Analysis; Estonia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Leseinteresse; Lernleistung; Schulerfolg; Aktiver Wortschatz; Wortschatzarbeit; Leseverstehen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Leseunterricht; Worterkennung; Fragebogen; Statistische Analyse; Estland
Abstract	Primary school students have difficulties with text comprehension, and therefore support from teachers via proper language teaching strategies is needed. The aim of the study was to determine the impact of language teaching strategies on students' reading outcomes and reading interest. In the current paper, two reading outcomes--vocabulary knowledge and understanding text--and students' interest in reading were considered. In the study, 220 Estonian-speaking primary school students and their native language teachers (N = 12) from 12 schools participated. The results revealed that interest in reading, vocabulary knowledge and text comprehension were positively correlated. Path analysis indicated that the strategy of developing reading interest had the strongest impact on both reading outcomes and students' reading interest. In addition, the strategy of developing vocabulary had a positive effect on students' vocabulary knowledge. Surprisingly, the strategies of teaching text comprehension and teaching grammar rules had negative effects on students' reading outcomes and reading interest. The findings emphasise the importance of proper usage of teaching strategies in primary school language lessons. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01