M. Ghasemi; A.R. Mirzakhani; V. Farzad
Volume 20, Issue 2 , December 2014, , Pages 225-244
Abstract
The aim of the present research was to study the effects of parent education on reading literacy performance of fourth grade students based on PIRLS 2006 data. After refining the data, the research sample totalled 4731 students studying in 4th grade in the elementary school who had participated in PIRLS ...
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The aim of the present research was to study the effects of parent education on reading literacy performance of fourth grade students based on PIRLS 2006 data. After refining the data, the research sample totalled 4731 students studying in 4th grade in the elementary school who had participated in PIRLS exam. The scales used in this study were taken from reading background questionnaires for parents’ educational level, number of books at home, early reading abilities, early learning abilities, and reading literacy total scores that were used to arrive at the structural equation modeling for studying direct and indirect effects and total effects of Parents’ educational level (exogenous variable) on number of books at home, early reading performance, early reading abilities variables (endogenous variables). After confirming the latent variables measurement models and fitting the structural complex model, results demonstrated that the model under examination had goodness of fit with data. Effects of Parents’ educational level on number of books at home and reading literacy variables were significant. In the total model all of the direct effects were significant, but the effects of parents’ educational level on early reading performance and early reading abilities variables were not significant. Effects of parents’ educational level on 'early reading ability' were positive. Effects of Parents’ educational level on 'reading literacy achievement' was significant and could predictive 25% percent of this variance, and 67% percent of the number of books at home. Effects of parents’ educational level on early reading performance were negative, and not significant. Effect of the Number of books at home on reading literacy performance and early reading abilities were positive and significant. Effects of this variable on early reading performance was positive but not significant. Effects of number of books at home on early reading performance was negative and significant. Effects of early reading performance on reading literacy performance and early reading activities were significant, although the effects of this variance on reading literacy performance were negative but significant.
M ghasemi; A Tajik esmaeili; A Masnavi
Volume 19, Issue 2 , February 2013, , Pages 67-86
Abstract
The present research intends to by way of comparing traditional and active methods of teaching demonstrate which of the following methods: Team Effectiveness Design (TED), Team Member Teaching Design (TMTD), Performance Judging Design (PJD) & Clarifying Attitudes Design (CAD) is/are more effective ...
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The present research intends to by way of comparing traditional and active methods of teaching demonstrate which of the following methods: Team Effectiveness Design (TED), Team Member Teaching Design (TMTD), Performance Judging Design (PJD) & Clarifying Attitudes Design (CAD) is/are more effective in increasing reading literacy and comprehension of the pupils in the Tehran fourth grade elementary. The research population consisted of all girls and boy pupils in Tehran’s fourth grade elementary schools. The Sample consisted of 10 classes selected by cluster sampling method. A semi- experimental design with Pretest- posttest control group was used. Teachers received training in two sessions. Data were analyzed using the one way analysis of variance and two way analysis (2×5design) and Tukey's Honestly Significance Difference Test (HSD). The results show that differences between traditional and activity methods of teaching were not significant. Interaction effect between methods of teaching and gender was significant. In fact by controlling gender the difference between traditional and activity methods of teaching was not significant. Boy students who received traditional methods of teaching showed the best performance in boys groups; But in girls groups, those who were exposed to traditional methods exhibited the weakest performance. The highest amount of gender effect belongs to the Performance of Judging Design, thus girls in this group ranked exhibited the highest performance barely lower than their performanceon Team Effectiveness Design whereas in boys group the lowest performance pertains to this group, i.e. Performance Judging Design.
M, Namdari Pezhman; A. Kiamanesh; A. Karimi
Volume 18, Issue 2 , February 2012, , Pages 131-154
Abstract
This article reports the results of a study on the role of students' ...
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This article reports the results of a study on the role of students' reading self-concept, preparatory literacy activities, student and parent attitude to ward reading on reading literacy performance based on PIRLS 2006 data. Data from 5179 fourth grade Iranian students (2767 boys and 2412 girls) who participated in PIRLS 2006 were analyzed using the path analysis. The scales used in this study are taken from reading background questionnaire for parents' attitude to ward reading and primary literacy activities variables, student questionnaire for reading self concept and student attitude to reading variables, and reading literacy total scores based on Rasch model. Findings show that the model under examination has goodness of fit with data. All effects of parents' attitude to reading on other endogenous variables were confirmed. In addition, all effects of primary literacy activities on other endogenous variables were found to be significant. None of the effects of student's attitude to ward reading on reading literacy performance was significant. In order to distinguish equality of boys’ and girls’ models, testing of the equality of models was used. Results demonstrated that out of 8 paths in models, differences of 4 paths were significant. These paths were: student's reading self-concept to reading literacy performance, parents' attitude to reading to primary literacy activities, primary literacy activities to student's reading self-concept, and student's attitude to reading to ward reading literacy performance.