Teachers’ reading promotion activities: Variation, structure and correlates

Marlon Ruwette*, E van Schooten, K. de Glopper

*Bijbehorende auteur voor dit werk

    OnderzoeksoutputAcademicpeer review

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    Samenvatting

    The purpose of this study is to determine which different forms of reading promotion activities teachers perform in fifth and sixth grade in The Netherlands and whether different forms of reading promotion activities are acted out independently or cluster into meaningful categories of reading promotion behavior. A survey was administered to 194 teachers and data was analyzed using Principal Component Analyses (PCA). Based on the results of the PCA thirteen different types of reading promotion behavior can be distinguished. Specific teacher and class characteristics are connected with the different types of reading promotion activities teachers perform. Teachers seem to be mainly focusing on promoting the reading of fictional texts. Free reading happens most often, and teachers frequently use comics and short stories in class. Most daily activities take little or no preparation. Correlations are small but do suggest that teachers act out more different forms of reading promotion activities when there are more girls are in class than boys. Also, classes with more girls act out more activities concerning new media and nonfiction.
    Originele taal-2English
    Pagina's (van-tot)1-27
    Aantal pagina's27
    TijdschriftL1-Educational Studies in Language and Literature
    Volume20
    Nummer van het tijdschrift20
    DOI's
    StatusPublished - 2020

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