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UBC Theses and Dissertations
Examining student conceptualisations of and attitude toward the reading process and reading assessment Cooper, Kenneth Charles
Abstract
In this study the researcher provides descriptive analysis of a number of research questions looking at children's conceptualisations of and attitude toward reading and reading assessment. The researcher used six different reading assessment instruments covering a range from authentic through informal to standardised testing. Through descriptive, non-statisticatiy significant analysis of the data generated primarily from 96 student interviews about the assessment sessions and 9 teacher interviews conducted with 12 students and 3 teachers, and the supporting data from a selection of surveys and questionnaires, the researcher looked at students' conceptualisations of and attitude toward the reading process and reading assessment, student metacognitive control of assessment processes, and teacher preferences in reading assessment. The researcher also speculated about the influence of six instructional, familial, and personal factors (instructional background, socio-economic background, level of reading development, gender, ESL/non-ESL background, and reading model held) on these conceptualisations and attitudes. Although there was ample evidence to show that grade 4 students had conceptualisations of and attitudes to reading and reading assessment and were able to articulate these, the influence of the six study factors could only be speculated upon. This speculation led to a number of recommendations for further research.
Item Metadata
Title |
Examining student conceptualisations of and attitude toward the reading process and reading assessment
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
|
Description |
In this study the researcher provides descriptive analysis of a number of
research questions looking at children's conceptualisations of and attitude toward reading
and reading assessment. The researcher used six different reading assessment
instruments covering a range from authentic through informal to standardised testing.
Through descriptive, non-statisticatiy significant analysis of the data generated
primarily from 96 student interviews about the assessment sessions and 9 teacher
interviews conducted with 12 students and 3 teachers, and the supporting data from a
selection of surveys and questionnaires, the researcher looked at students'
conceptualisations of and attitude toward the reading process and reading assessment,
student metacognitive control of assessment processes, and teacher preferences in
reading assessment. The researcher also speculated about the influence of six
instructional, familial, and personal factors (instructional background, socio-economic
background, level of reading development, gender, ESL/non-ESL background, and reading
model held) on these conceptualisations and attitudes. Although there was ample evidence
to show that grade 4 students had conceptualisations of and attitudes to reading and
reading assessment and were able to articulate these, the influence of the six study
factors could only be speculated upon. This speculation led to a number of
recommendations for further research.
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Extent |
17338672 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-06-29
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078174
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.