The Voluntary Reading Interests of Jamaican 6th Graders.
Notice bibliographique
Résumé
A nationwide survey of the voluntary reading interests and habits of Jamaican children was undertaken to discover the specific reading interests of 6th graders relative to the known reading interests of their peers in North America and the United Kingdom. A random sample of 418 6th graders attending public schools was selected and stratified according to gender and geography. Overall, the children showed a wide range of reading interests in both fiction and nonfiction categories. Gender played a large role in book choices, but the Jamaican boys defied the norm and gave a high ranking to Love Stories. Geography, although to a lesser degree, also played a role in the children's book choices. Introduction Reading is considered to be an essential foundation for learning, and the development of a lifelong reading habit is seen as a gateway to enjoyment and personal enrichment. Consequently, librarians and educators devote much of their time and energy to finding ways to encourage children to read. Recognizing that interest plays an important role in motivating children to read, these professionals have conducted many studies to discover children's reading interests in order to develop guidelines for literature selection and use for curricular and recreational purposes. Most of the research emanates from developed societies, and so emergent nations like Jamaica rely heavily on these findings for guidance in collection development in youth libraries. Although this practice may be rationalized on the basis of the seeming universality of children's reading interests irrespective of geographic location (Schlager, 1978), it was felt that existing cultural and social differences between developed and developing societies were likely to affect children's reading tastes and habits adversely because of lack of access to books, poor social infrastructure, and an absence of reading promotion programs (Greaney, 1986). This seemed particularly applicable to Jamaica, where some of the factors identified by Hamilton (1984) as militating against the reading habit include low literacy levels, a shortage of books, a traditionally oral culture, and a low per-capita income. The handful of studies conducted in Jamaica on children's reading interests and habits revealed that increased access to books made a difference in the quantities and types of books read; students were interested in books about African-Americans; and they were more responsive to books portraying the indigenous culture because they were able to identify with the characters and life situations (Floyd, 1973; Jennings-Wray, 1981; Headlam, 1989). The Study With one of the basic tenets for collection development being a proper knowledge of the users (in this case, children) and due to the paucity of research at the local level to provide more culture-specific guidelines for collection development, a nationwide survey of the voluntary reading interests and habits of Jamaican children was undertaken. One of its primary objectives was to discover the specific reading interests of 6th graders relative to certain book types based on the known reading interests of their peers in the developed world. This report focuses only on this aspect of the study. A random sample of 418 6th graders attending public schools was selected and stratified according to gender (girls 212, boys 206) and geography (urban 210, rural 208). Gender is known to be the most powerful predictor of reading interests (Norvell, 1973; Summers & Lukasevich, 1983; Whitehead, 1977). Geography was considered important in the Jamaican context, as it was anticipated that living in a rural or urban area could also affect reading interests (Downing, 1979). Sixth graders were chosen because at this age they tend to be at the peak of their reading. Also, 6th graders are generally expected to have clearly defined reading preferences and to be capable of expressing them (Huus, 1979; Meek, 1982; Schucking, 1966). …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».