Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

Youngju Lee

The Journal of Educational Research, 2014, vol. 107, issue 6, 482-492

Abstract: Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students' attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.

Date: 2014
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2013.836469 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:107:y:2014:i:6:p:482-492

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2013.836469

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().