Mindful Reading

Reading;School children;Mindfulness (Psychology)

Poehnelt, Ashley N.Willhite, Gary ;

University of Wisconsin

关键词: Reading;    School children;    Mindfulness (Psychology);   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/79386/Poehnelt_Ashley_Thesis.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

According to recent research, an increasing number of elementary students are experiencing stress and anxiety both inside and outside of the classroom. This study focused on the effects of proactively managing stress and anxiety levels by incorporating an effective coping strategy into the classroom known as Mindfulness. Mindfulness, by definition, helps students to be more present. More specifically this strategy was used during reading to boost focus, engagement, and assessment scores. This research study aimed to answer the question, ;;Can mindfulness improve focus and concentration enough to increase reading assessment scores?;; This study utilized The Garfield Reading Survey, STAR Reading assessment scores, STAR Literacy assessment scores, running records, and The Zones of Regulation to track student achievement. The Garfield Reading Survey helped track student feelings towards reading as they went through this process. The daily Zones of Regulation sheets helped track student feelings by helping students identify how they feel before and after mindfulness took place. STAR testing is a formal test used to assess student progress in reading. More specifically, this test will track overall reading comprehension and basic early literacy skills. Running records documented student reading levels. Not only was reading achievement tracked, but so was student thought and feelings on the subject.