The effectiveness of students' process of deriving word meaning from context was assessed using a word-meaning acquisition task, given before and after instructional intervention, that approximated decision points in the process, and through transcripts of instructional sessions. Five less-skilled readers in grades five and six were engaged in a one-on-one instructional intervention. The purpose of the present study was to determine the extent to which the process of deriving word meaning from context could be enhanced through an instructional intervention that modeled a process of word-meaning acquisition and guided students through that process. Consequently, it is essential that teachers support the positive development of pupils’ self-esteem as well as reading skills and attitudes. Pupils who have good self-esteem have a positive attitude towards reading and good reading comprehension skills. There is a strong correlation between pupils’ self-esteem, reading attitudes, and reading comprehension skills. It would also be necessary to use other types of reading materials and to teach reading comprehension strategies that help pupils understand the contents of the textbooks, to find the main ideas in the text, to combine different pieces of information, and to make inferences. Reading comprehension tests in both history and natural sciences show that, in sixth grade, boys have especial difficulties in understanding these contents.
Textbooks are today still a central source of information in content area classes. In addition, it would be good to connect social interaction and conversations with peers to reading. Therefore, teachers should consider what kind of tasks and reading materials would interest boys as well as girls. Boys have negative opinions, especially about the exercises during the literacy lessons and homework. However, boys’ confidence in their reading skills is high and they assess their skills better than they actually are. Results show that girls have better reading skills and more positive attitudes than boys. Duplication for commercial use must be authorized in writing by ADAM Health Solutions.We have conducted several studies in Finland on primary school pupils’ reading skills and attitudes towards reading. Links to other sites are provided for information only - they do not constitute endorsements of those other sites. A licensed physician should be consulted for diagnosis and treatment of any and all medical conditions. The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. This site complies with the HONcode standard for trustworthy health information: verify here. Learn more about A.D.A.M.'s editorial policy editorial process and privacy policy. is among the first to achieve this important distinction for online health information and services. follows rigorous standards of quality and accountability. is accredited by URAC, for Health Content Provider (URAC's accreditation program is an independent audit to verify that A.D.A.M. Injury to the carotid or vertebral arteryĪ.D.A.M., Inc.
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