Elementary Schoolers' Attitudes toward Reading in English: How Boys Feel Relative to Girls

Autor/inn/en	Mohd-Asraf, Ratnawati; Abdullah, Hazlina
Titel	Elementary Schoolers' Attitudes toward Reading in English: How Boys Feel Relative to Girls
Quelle	In: English Language Teaching, 9 (2016) 6, S.134-140 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Comparative Analysis; Males; Females; Student Attitudes; Elementary School Students; Reading; Foreign Countries; English (Second Language); Reading Attitudes; Recreational Reading; Reading Achievement; Positive Attitudes; Teaching Methods; Malaysia; Elementary Reading Attitude Survey + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Weibliches Geschlecht; Schülerverhalten; Leseprozess; Lesen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Reading behavior; Rading behaviour; Leseverhalten; Häusliche Lektüre; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes the results of a study that examined the attitudes of Malaysian primary school boys and girls toward reading in English as a Second Language. Using the Students' Reading Attitude Survey, which the researchers adapted from McKenna and Kear (1990) Elementary Reading Attitude Survey, 2,666 responses were analysed using the non-parametric Mann-Whitney U test. The findings reveal that the students had positive attitudes toward recreational and academic reading in English as a second language, but that the girls scored significantly higher on all the dimensions of reading attitudes compared to the boys. The results provide some insights into the gender gap between boys and girls in reading literacy. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01