The purpose of this study was to describe and analyze the effects of a literature-based approach to teaching reading on student attitudes toward reading. Relatively few studies have been conducted to describe students' attitudes toward reading in a literature-based approach which includes the following: the use of children's literature, silent reading by students and teachers, expressive reading by the teacher, and various book-sharing activities and projects. Four seventh-grade reading classes at Faith Middle School were randomly selected to participate as subjects. Students' attitudes toward reading were assessed in the fall using the Short Form Reading Attitude Survey. Students were taught reading using a literature-based approach for the remainder of the school year. The same survey was administered again in the spring. The results of the survey revealed that students overall had a more positive attitude toward reading at the end of the school year after having participated in literature-based program.
","abstract_html":"<p>The purpose of this study was to describe and analyze the effects of a literature-based approach to teaching reading on student attitudes toward reading. Relatively few studies have been conducted to describe students' attitudes toward reading in a literature-based approach which includes the following: the use of children's literature, silent reading by students and teachers, expressive reading by the teacher, and various book-sharing activities and projects. Four seventh-grade reading classes at Faith Middle School were randomly selected to participate as subjects. Students' attitudes toward reading were assessed in the fall using the Short Form Reading Attitude Survey. Students were taught reading using a literature-based approach for the remainder of the school year. The same survey was administered again in the spring. The results of the survey revealed that students overall had a more positive attitude toward reading at the end of the school year after having participated in literature-based program.</p>","abstract_has_math":false,"creators":["Coe, Robin R."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James Brewbaker","Dr. Carolyn Cartledge","James Chappel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1992,"date_issued":"1992-01-01T08:00:00Z","date_published":"1992-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Seventh-Grade","Faith Middle School","Silent Reading","Children's Literature","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/682","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Brewbaker","Dr. Carolyn Cartledge","James Chappel"]},{"key":"dc:creator","label":"Author","values":["Coe, Robin R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Seventh-Grade","Faith Middle School","Silent Reading","Children's Literature","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/682"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to describe and analyze the effects of a literature-based approach to teaching reading on student attitudes toward reading. Relatively few studies have been conducted to describe students' attitudes toward reading in a literature-based approach which includes the following: the use of children's literature, silent reading by students and teachers, expressive reading by the teacher, and various book-sharing activities and projects. Four seventh-grade reading classes at Faith Middle School were randomly selected to participate as subjects. Students' attitudes toward reading were assessed in the fall using the Short Form Reading Attitude Survey. Students were taught reading using a literature-based approach for the remainder of the school year. The same survey was administered again in the spring. The results of the survey revealed that students overall had a more positive attitude toward reading at the end of the school year after having participated in literature-based program.
"]},{"key":"dc:title","label":"Title","values":["Attitudes of Seventh Grade Students Toward Reading Using А Literature-Based Approach"]}]}],"canonical_facts":{"dc:contributor":["Dr. James Brewbaker","Dr. Carolyn Cartledge","James Chappel"],"dc:creator":["Coe, Robin R."],"dc:description.abstract":["The purpose of this study was to describe and analyze the effects of a literature-based approach to teaching reading on student attitudes toward reading. Relatively few studies have been conducted to describe students' attitudes toward reading in a literature-based approach which includes the following: the use of children's literature, silent reading by students and teachers, expressive reading by the teacher, and various book-sharing activities and projects. Four seventh-grade reading classes at Faith Middle School were randomly selected to participate as subjects. Students' attitudes toward reading were assessed in the fall using the Short Form Reading Attitude Survey. Students were taught reading using a literature-based approach for the remainder of the school year. The same survey was administered again in the spring. The results of the survey revealed that students overall had a more positive attitude toward reading at the end of the school year after having participated in literature-based program.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/682"],"dc:language":["English"],"dc:subject":["Seventh-Grade","Faith Middle School","Silent Reading","Children's Literature","Reading","Educational Assessment, Evaluation, and Research","Educational Methods","Language and Literacy Education"],"dc:title":["Attitudes of Seventh Grade Students Toward Reading Using А Literature-Based Approach"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}