The effects of special reading time in Spanish on the reading abilities and attitudes of Hispanic junior high school students

Abstract

The purpose of this study is to determine whether providing special reading time with a wide variety of reading materials in Spanish affects the reading abilities, reading attitudes and academic self-concepts of Hispanic junior high school students. Common reading measures in both English and Spanish, and related attitude tests, were given to 400 experimentally accessible Hispanic students. On most of the measures, the difference between the E and C groups was not statistically significant. On the 4 measures for which significance (α=0.10) was attained (and on the other tests not achieving statistical significance) there was a trend for the E group to perform better on the Spanish reading tests and the C group to do better on the English reading tests. Differences on the reading attitude and academic self-concept tests did not approach statistical significance. The pattern of results was consistent for both sexes, and for students who were, and who were not, taking a Spanish language course, and for students whose teachers taught in both the E and C situations. E teachers who were conscientious in implementing the treatment tended to have significantly greater gains in both English and Spanish reading achievement. Within the E group gains in English and Spanish reading abilities were positively correlated.