A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE INTERDEPENDENCE OF TIME ON TASK, ATTITUDES TOWARD READING, AND ACADEMIC SELF-ESTEEM, AND THEIR DEPENDENCE ON METHODS OF SELECTING READING MATERIALS IN A READING PROGRAM FOR ADOLESCENTS
Sheryl Bruinsma, Ed. D.
March 1996

RETURN
edited 01/20/01

 


ABSTRACT



The purpose of this study was to compare traditional reading programs where teachers select the reading material and programs in which students are allowed choice in what they want to read. It was hypothesized that students who were allowed to choose their reading material would spend more time reading, would demonstrate higher positive verbal academic selfesteem, and would improve their attitudes towards reading.

A pilot study was conducted by the researcher with an intact group of 20 low performing ninth grade students in reading class during the spring of 1995. The first replication was conducted in the fall of 1995 with a class of 26 eighth grade students by a reading teacher in the same district. The second replication was conducted at the same time in the same school with a different class of eighth grade students (N=20) taught by another reading teacher. All teachers instructed using both teaching methods for eight week periods. The school population was suburban but adjacent to Philadelphia and low income.

Time on task was measured by the teacher checking on a chart whether the student was on task or off task iii near the beginning, middle, and ending of each class period, when appropriate. Verbal academic self-esteem was measured at the end of each instruction period by using the March SDQ-II, Verbal subtest. Attitudes towards reading were measured at the same time with the Estes Attitude Scale for Reading.

In each investigation, correlations and partial correlations were calculated to determine the amount of overlap and interplay between the variables measured. A panel analysis was used to describe the direction of the relationship between time on task and reading attitude and self-esteem.

Findings indicated that time on task improved significantly when the students were given a choice of their reading material. There were inconsistent results with verbal academic self-esteem and attitudes toward reading. one group improved while the other did not. An unexpected finding in this study was that time on task itself turned out to be a significant predictor of reading attitudes and verbal academic self-esteem, especially after increased time on task is observed following instruction which included student choice. This study supports the recommendation that students be given choice in their reading material.

TO TOP