Psychological Development and Education ›› 2004, Vol. 20 ›› Issue (3): 51-55.

Previous Articles     Next Articles

A Study on the Relationships Among the Amount of Reading Time Outside of Classroom, the Distribution and Reading Achievement in Primary and Junior Middle School Students

ZHANG Xiang-yang1, HE Xian-you2, LÜ Yun3   

  1. 1. Schools of Politics and Public Administration, Guangdong University of Foreignn Studies, Guangzhou 510420;
    2. Department of Psychology, South China Normal University, Guangzhou 510631;
    3. The Seventh Middle School of Zhuhai 519000
  • Online:2004-07-15 Published:2004-07-15

PDF (PC)

Abstract: A survey was conducted on the total amount,and the distribution of students'reading time outside of school in primary and junior middle schools.The relationships between reading achievement and these factors were explored.The results were as follows,there was no significant difference in the total reading time between primary and junior middle school students,but the pattern of the reading time distribution was significantly different.Primary school students spent more time in reading literature books,and junior middle school students more in entertainment books besides that.

Key words: reading time of outside of school, the distribution of reading time, reading achievement

CLC Number: 

  • G442
[1] Nagy W E, Anderson R C, Harman P A. Learning word meanings from context during normal reading. American Educational Research Journal. 1987, (24):237-270.
[2] 舒华.阅读中从语境中伴随学习生词.中美儿童跨文化研究,博士论文,1991.
[3] Anderson R C, Wilson P T, Fielding L G. Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 1988, (23): 285.
[4] 汤爱平.课外阅读对儿童阅读的重要影响.心理科学,1997,(5):450.
[5] 宋风宁等.中学生阅读动机与阅读时间、阅读成绩的关系研究.心理科学,2000,(1):84.
[1] LI Yan, LIANG Lichan, ZHOU Xinran, BIAN Yufang. Parent-teacher Relationships and Primary Students’ School Attitude: The Mediating Role of Teacher-child Relationships and the Difference between Parents [J]. Psychological Development and Education, 2024, 40(1): 74-82.
[2] YANG Baoyan, MA Xifeng, ZANG Hongyu, MAO Haiyan. The Influence of Family Economic Income and Father’s Education Level on Academic Engagement among Rural Junior Middle School Students:The Mechanisms of Family Obligation and Education-dependence Future Identity [J]. Psychological Development and Education, 2024, 40(1): 83-92.
[3] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[4] CHENG Yangchun, HUANG Jin. Association between the Approximate Number System and Mathematical Competence: A Meta-analysis [J]. Psychological Development and Education, 2023, 39(3): 379-390.
[5] YU Haoxue, LI Hui, WANG Fuxing. The Relationship between Belief in a Just World and Learning Burnout in Undergraduates: The Mediating Role of Coping Style and Boredom Proneness [J]. Psychological Development and Education, 2023, 39(3): 391-401.
[6] CHEN Xu, ZHANG Dajun, CHEGN Gang, HU Tianqiang, LIU Guangzeng. The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement [J]. Psychological Development and Education, 2018, 34(6): 707-714.
[7] NIE Qian, ZHANG Dajun, TENG Zhaojun, LU Xingyue, GUO Cheng. How Students Perceived School Climate Effect on Subjective and Objective Academic Achievement: The Mediating Role of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 715-723.
[8] CHENG Gang, TANG Xinyi, NIU Juan, LI Jiajia, ZHANG Dajun. The Relationship between Middle School Students' Family Socioeconomic Status and Academic Achievement: Multiple Mediating Effects of Different Dimensions of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 700-706.
[9] CHEN Chaoyang, LIU Zhifang, SU Yongqiang, CHENG Yahua. The Prediction Effects for Skill and Less-skill Deaf Readers in Chinese Reading: Evidence from Eye Movement [J]. Psychological Development and Education, 2018, 34(6): 692-699.
[10] ZOU Yuchen, DING Ying, ZHANG Xuran, LI Yanfang. The Effects of Feedback Type on Children's Learning Performance and the Gender Differences in These Effects [J]. Psychological Development and Education, 2018, 34(5): 567-575.
[11] LI Yongzhan. The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model [J]. Psychological Development and Education, 2018, 34(5): 576-585.
[12] GAO Ruiyan, NIU Meixin, YANG Tao, ZHOU Xinlin. The Accuracy and Form of Fraction Magnitude Representation for 4 to 8 Graders [J]. Psychological Development and Education, 2018, 34(4): 443-452.
[13] ZHANG Jie, HUANG Bijuan, SI Jiwei, GUAN Dongxiao. Relationship between Math Anxiety and Mathematical Achievement in Township Pupils: The Chain Mediating Roles of Mathematical Self-efficacy and Metacognition [J]. Psychological Development and Education, 2018, 34(4): 453-460.
[14] WANG Mingzhong, WANG Mengran, WANG Jing. Interparental Conflict Compromises Adolescents' Academic Achievement: The Indirect Roles of Effortful Control and Classroom Engagement [J]. Psychological Development and Education, 2018, 34(4): 434-442.
[15] CHI Liping, ZONG Zheng, XIN Ziqiang, CHEN Yinghe. The Relationship of Constructivist Pedagogy and Metathinking: The Mediating Role of Cognitive Holding Power [J]. Psychological Development and Education, 2018, 34(2): 181-190.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd