Impact of Teaching Attitudes and Behaviors for Learning on the Reading Achievement of Students Falling Behind

Michael Bernard

Abstract


This research evaluates the impact of a teacher professional development program, “Attitudes and Behaviors for Learning†(AB4L) on the achievement of students struggling with reading.  Two primary school teachers from two economically disadvantaged schools received three half-day training sessions in practices to teach students positive attitudes and behaviors for learning, which they implemented during literacy classes. 98 students were taught the AB4L program while 86 students were not. Results include: (a) Student- and teacher-rated learning behaviors were positive correlated with objective reading performance; (b) A significant benefit of AB4L on the reading performance of those students who scored in the lower 50 percent of their class on a reading comprehension survey; (c) Students in classes where AB4L was implemented who showed improvements in reading comprehension also showed increases in behaviors for learning.  A recommendation is that teacher professional development programs should incorporate positive attitudes and behaviors for learning.

Keywords


reading achievement; reading improvement; reading teaching; high risk students; student behavior; student attitudes

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References


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