Motivation Scores Related to Progress in Listening and Reading
Abstract
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.
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