Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Autor/inn/en	Griva, Eleni; Alevriadou, Anastasia; Semoglou, Klio
Titel	Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues
Quelle	In: International Education Studies, 5 (2012) 2, S.24-34 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Reading Interests; Preferences; Reading Strategies; Primary Education; Elementary School Students; Intermediate Grades; Gender Differences; Metacognition; Reading Difficulties; Questionnaires; Reading Attitudes; Protocol Analysis; Social Influences; Citizenship Education; Greece + Suchen Sie Ihr Suchwort? Ausland; Leseinteresse; Reading strategy; Leselernstufe; Lesetechnik; Primarbereich; Mittelstufe; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading difficulty; Leseschwierigkeit; Fragebogen; Reading behavior; Rading behaviour; Leseverhalten; Sozialer Einfluss; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Griechenland
Abstract	The purpose of the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and metacognitive strategies, (2) to record the difficulties encountered by males and females when reading and (3) to highlight possible differences between male and female students in reading preferences. 405 Greek students (206 boys and 199 girls, M = 11.21 years old, SD = 0.47) participated in the study and were asked to fill in a questionnaire including questions related to reading preferences and attitudes. In addition, 32 students from the total sample were asked to choose their favourite text to read and think aloud about the processes they followed and the strategies they used. The questionnaire results indicated significant differences between male and female students in reading preferences, since the female students showed a greater preference for "human-interest" stories and male ones preferred to read comics and action-stories. The verbal data revealed the female students' flexibility in strategy use and their higher metacognitive awareness compared to male students. Reading, gender and social factors are discussed in the light of citizenship education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01