DIFFERENCES IN THE ATTITUDE TOWARDS READING AFTER ONE YEAR OF MIXED- CLASSIC AND ON-LINE TEACHING DURING COVID-19. A CASE STUDY BASED ON A PRIMARY CLASSROM
DIFFERENCES IN THE ATTITUDE TOWARDS READING AFTER ONE YEAR OF MIXED- CLASSIC AND ON-LINE TEACHING DURING COVID-19. A CASE STUDY BASED ON A PRIMARY CLASSROM

Summary/Abstract: Reading is influenced by a series of factors that depend both on the reader, as well as on the text or on the background. In regard to the students, the attitude towards reading is an affective-motivational variable, which mobilizes the energy resources towards the reading activity. On the other hand, the manner through which the text is presented or the context of the subject of Romanian language is taught may be the connectors of the formation of a positive attitude towards reading. The aim of this study is to investigate the effect of a mixed-classic and online teaching year on the attitude towards reading in the case of a primary class. The scores before and after the mixed teaching have indicated a constant attitude towards reading, but also a significant increase in the attitude towards academic reading as compared to the recreational one, after the online period. There are provided suggestions of instructional design that include the digitalization of the teaching strategies.

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