Hostname: page-component-5c6d5d7d68-tdptf Total loading time: 0 Render date: 2024-08-26T06:31:25.022Z Has data issue: false hasContentIssue false
  • English
  • Français

Motivation Scores Related to Progress in Listening and Reading

Published online by Cambridge University Press:  22 July 2015

R.M. Boyd
R.M. Boyd*
Affiliation:
School of Education, University of N.S.W.
Get access

Abstract:

A one and a half year study of listening and reading among rural children in north-west New South Wales, indicated marked differences among Aborigines and whites in listening and reading. A Motivation for School Schedule, included in the initial test battery predicted over fifty per cent of variance in listening comprehension, administered at the end of years 2 and 3, for Aboriginal girls, and was significant in a multiple regression with Aboriginal girls’ end of year three reading scores as the criterion. The schedule contributed little, if anything, towards predicting reading success for white children or Aboriginal boys.

The research underlines the importance of teachers understanding the conflict some girls from minority groups face when attending schools organized by the dominant culture, particularly when the vocabulary of the dominant language is assumed to be understood by all children in the same way.

Type
Research Report
Information
The Australian Journal of Indigenous Education , Volume 5 , Issue 4 , August 1977 , pp. 38 - 45
Copyright
Copyright © Cambridge University Press 1977

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Athey, I.J.: Synthesis of papers on language development and reading. Reading Research Quarterly, Fall 1971, 7, 9–15.CrossRefGoogle Scholar
Brown, R.: Psycholinguistics: Selected Papers, N.Y.: Free Press, 1970.Google Scholar
Cicirelli, V.G. et al.: Measures of self-concept, attitudes and achievement motivation of primary grade children. Journal of School Psychology, 1971, 9, 383–392.CrossRefGoogle Scholar
Durrell, D.D.: Listening comprehension versus reading comprehension. Journal of Reading, 1969, 12, 455–460.Google Scholar
Grossman, B.D.: Anxiety as a factor in the child’s responsiveness to social reinforcement. Hempstead, N.Y.: Hofstra University, 1969.Google Scholar
McElwain, D.W. and Kearney, G.E.: Queensland Test Handbook. Hawthorn, Victoria: A.C.E.R., 1970.Google Scholar
Middleton, M.R., Tajfel, H., and Johnson, N.B.: Cognitive and affective aspects of children’s national attitudes. British Journal of Social and Clinical Psychology, 1970, 9, 122–134.CrossRefGoogle ScholarPubMed
Watts, B.H.: Do Aboriginal children have special educational needs? In Dunn, S.S. and Tatz, C.M., (Eds) Aborigines and Education. Melbourne: Sun Books, 1969, 158–174.Google Scholar
Weiner, B.Attribution theory, achievement motivation and the educational process. In Weiner, B., (Ed.) Achievement Motivation and Attribution Theory. Morristown, N.J.: General Learning Corporation, 1974, 185–195.Google Scholar
Williams, P.: The growth of reading vocabulary and some of its implications. British Journal of Educational Psychology, 1961, 31, 104–105.CrossRefGoogle Scholar
Wyatt, G.L.: Language Learning and Communication Disorders in Children. London: Collier Macmillan, 1969.Google Scholar

Recent Publication

Aboriginal Cognition. Kearney, G. and McElwain, D. (Eds). Australian Institute of Aboriginal Studies, Canberra, 1977.Google Scholar