Content-Based Recreational Book Reading and Taiwanese Adolescents' Academic Achievement

Autor/inn/en	Chen, Su-Yen; Chang, Hsing-Yu; Yang, Shih Ruey
Titel	Content-Based Recreational Book Reading and Taiwanese Adolescents' Academic Achievement
Quelle	In: Journal of Education and Learning, 6 (2017) 1, S.207-217 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Recreational Reading; Academic Achievement; Social Studies; Sciences; Literature; Books; Foreign Countries; Single Sex Schools; Females; High School Students; Tests; Scores; College Entrance Examinations; Achievement Gains; Content Area Reading; Correlation; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Häusliche Lektüre; Schulleistung; Gemeinschaftskunde; Science; Wissenschaft; Literatur; Book; Buch; Monographie; Monografie; Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Examination; Prüfung; Examen; Aufnahmeprüfung; Achievement gain; Leistungssteigerung; Sinnerfassendes Lesen; Korrelation; Regression; Regressionsanalyse
Abstract	The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students' growth in achievement for the subjects of Chinese, social studies, and science, respectively, this study used data from 4,730 students at a Taiwanese girls' high school. Based on students' high school entrance exam test scores in three subject areas as control variables, and their college entrance exam scores as the outcomes, the findings indicated that pleasure reading in a specific content area might lead to growth in achievement for that particular content area, and in some cases, reading in other content areas might help as well. A reading program that invites students to engage in self-sponsored reading can promote disciplinary literacy and academic achievement. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01