ERIC Number: ED404635
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
"I Used To Think Reading Sucked!" Promoting Positive Literacy Habits and Attitudes in the Elementary Classroom.
Maaka, Margaret J.; Lipka, Pamela A.
A comparative study examined the literacy habits and attitudes of children in two sixth-grade classrooms in Hawaii, one with a learning-centered instructional approach and the other with a traditional transmission instructional approach. The majority of the 26 students in the learning-centered classroom and the 24 students in the traditional classroom were a mix of Polynesian, Caucasian, and Asian students who spoke "Pidgin" or Hawaii Creole English as their first language. The learning-centered classroom was characterized by practices that promoted shared expectations and co-ownership of the curriculum; a sense of camaraderie; collaborative learning; independent learning; high self-esteem; and high levels of motivation. The traditional classroom was characterized by practices that emphasized teacher-centered expectations, and used commercially produced programs and evaluation methods. Students completed a 40-item Likert survey at the end of the school year. Results indicated that students in the learning-centered classroom were more likely than their counterparts in the traditional classroom to: (1) perceive themselves as able learners; (2) like to go to the school library; (3) feel positive about learning through a variety of experiences; and (4) like reading all kinds of books so they could learn new things. Results also indicated that only 10% of the children in the learning-centered classroom and only 15% of the children in the traditional classroom often go to the library with their parents. Findings suggest support for the hypothesis that children who learn through a learning-centered approach develop positive literacy habits and attitudes. (Contains nine references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii