I Can Read With My Eyes Shut: Using Journaling to Scaffold Reading Theory Instruction

• In Event: Poster Session 14
  In Poster Session: Poster Session: Motivation

Abstract

Abstract
This study investigated whether introducing personal reading and/or journaling about personal reading over the course of one semester would influence interest, metacognition, reading teacher efficacy, and reading knowledge. Undergraduates (N = 115) enrolled in a language and reading course participated in one of four groups: 1.) personal reading and journaling about that reading; 2.) personal reading only; 3.) journaling about reading only; and 4.) a comparison group that had no alteration to the course. An analysis of variance (ANOVA) revealed no group differences in interest for reading topics, metacognition for learning reading theory, or efficacy for teaching reading at the beginning of the semester. A second ANOVA revealed group differences at the end of the semester.

Authors

• Meghan Margaret Parkinson, University of North Florida

• Heather Rogers Haverback, Catholic University of America

• Emily W. Fox, University of Maryland