scholarly journals Differences in Attitudes Toward Reading: A Survey of Pupils in Grades 5 to 8

2019 ◽  
Vol 9 ◽  
Author(s):  
Pascale Nootens ◽  
Marie-France Morin ◽  
Denis Alamargot ◽  
Carolina Gonçalves ◽  
Michèle Venet ◽  
...  
Keyword(s):  
Attitudes Toward Reading

Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors

2021 ◽  
Vol 44 (2) ◽  
pp. 68-82
Author(s):  
April Walker ◽  
Janessa Bower ◽  
Todd Kettler
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Book Club ◽  
Attitudes Toward Reading ◽  
Identity Exploration ◽  
Cognitive Characteristics ◽  
Narrative Imagination ◽  
Positive Attitudes ◽  
Advanced Readers ◽  
Differentiated Learning

Despite dedication of tremendous resources to developing literary proficiencies, advanced readers may remain an underserved and understudied population. This qualitative study included nine preadolescent participants aged 10–12 years who demonstrated reading comprehension abilities within the top 10% on a national normed achievement battery. The researchers gathered interview data from participants with corroborating evidence from their parents and their book club teacher. The grounded theory analyses found advanced readers to demonstrate superior reading comprehension and the ability to read entire books quickly. Participants reported positive attitudes toward reading in general and preferred out of school reading over the limiting structures of school reading. Some evidence supported a connection between reading and identity exploration through narrative imagination and empathetic relations to characters and narratives. Advanced readers may present cognitive characteristics, as well as behaviors and motivations that require differentiated learning designs.

scholarly journals The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

2017 ◽  
Vol 10 (12) ◽  
pp. 37
Author(s):  
Amel M. Al-Adwani ◽  
Anaam Al-Fadley
Keyword(s):  
Quantitative Research ◽  
Arab World ◽  
Smart Device ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Academic Reading ◽  
Positive Attitudes ◽  
Negative Effect ◽  
Research Findings ◽  
Mean Differences

The current study is a quantitative research that examined the mean differences of the students’ attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students’ Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5th grade showed more positive attitude toward reading than those of the 6th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

Another Look at Secondary School Students' Attitudes toward Reading

1980 ◽  
Vol 12 (3) ◽  
pp. 187-201 ◽  
Author(s):  
Ramon Lewis ◽  
William H. Teale
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Report ◽  
Individual Development ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Peer Ratings ◽  
Validity Data ◽  
Research Issues ◽  
Students Attitudes

Argues that secondary school students' attitudes toward reading may be conceptualized multi-dimensionally as consisting of Individual Development, Utilitarian, and Enjoyment factors. Describes the development of self-report scales designed to measure each of these dimensions of reading attitude. Factor analyses showed the dimensions to be distinguishable empirically one from the other. The three scales were found to be internally consistent (α = .69-.92) and stable (α = .72-.90). Concurrent validity data based on peer ratings are also provided. Implications for pedagogical and research issues arising from this conceptualization of attitude toward reading are also discussed.

scholarly journals Examining the Role that Families Play in Shaping Children’s Attitudes toward Reading

2021 ◽  
Author(s):  
Daniela Tessaro
Keyword(s):  
Grounded Theory ◽  
Home Environment ◽  
Research Study ◽  
Theory Approach ◽  
Attitudes Toward Reading ◽  
Qualitative Investigation ◽  
Shared Experience ◽  
Positive Attitudes ◽  
Children's Attitudes ◽  
Grounded Theory Approach

This qualitative investigation presents findings from interviews and observations with 6 mothers and 7 children (ages 6 to 8) in Vaughan, Ontario. The purpose of this research study was to examine the rituals and routines in the home environment that impacted children’s attitudes toward reading. By incorporating the perspectives of children, the researcher sought to answer the question of “why” there continues to be a steady decline in positive attitudes amongst primary children. Using a grounded theory approach, the findings suggest that it was not exclusively the rituals and routines which children had that shaped their attitudes. Rather, participants identified distinct principles of motivation, engagement and the roles of peers, siblings and parents as being influential. The findings demonstrate the value of supporting children in locating their own purpose when reading and exploring literacy opportunities as a shared experience.

Reading Attitude as a Mediator between Contextual Factors and Reading Behavior

2015 ◽  
Vol 117 (1) ◽  
pp. 1-36
Author(s):  
Hyo Jin Lim ◽  
Mimi Bong ◽  
Yeon-Kyoung Woo
Keyword(s):  
Learning Strategies ◽  
Parental Support ◽  
Learning Strategy ◽  
Contextual Factors ◽  
Attitudes Toward Reading ◽  
Reading Attitude ◽  
Korean Students ◽  
Reading Behaviors ◽  
Literacy Resources ◽  
Reading Activities

Background Among the factors known to influence reading development and performance, attitude toward reading is shown to be particularly critical for developing learners. Reading attitude enhances independent reading, levels of engagement in classroom reading activities, and the amount and variety of topics in reading, which in turn influence reading skills and strategies. Reading attitude is an important element in students’ active engagement and achievement in reading. Purpose The first purpose of this study was to test whether Korean students’ home literacy resources, parental support and parents’ reading attitude, and teachers’ use of instructional strategies in relation to reading could predict Korean students’ reading attitude. The second purpose was to test a model linking family- and school-related factors, reading attitude, and reading behaviors and learning strategy use as outcomes. Specifically, we hypothesized that positive and negative attitudes toward reading would mediate the relationships between home, parent, and teacher variables and reading outcomes. Design Using a nationally representative sample from the PISA 2009 database, we tested two structural equation models. Because there were two categories of outcomes examined in this study, we fitted the model separately for each outcome category. The first model (Reading Behavior Model) included reading activities such as reading for enjoyment, reading diversity, and online reading as outcome variables. The second model (Learning Strategy Model) shared the same model structure with the first one except that the outcome variables were use of learning strategies such as memorization, elaboration, and control. In both models, reading attitudes were hypothesized to mediate the relationship between contextual factors (i.e. gender, home resources, parental and teacher influences) and the reading/learning outcomes. Conclusions Gender, books and other types of literacy resources in the home, and parents’ attitudes toward reading functioned as consistent predictors of Korean students’ positive and negative attitudes toward reading. Among the contextual factors, parents’ reading attitude and parental support for reading directly as well as indirectly predicted students’ reading behaviors via students’ reading attitude. Parental support for reading and teachers’ instruction and assignment strategies in reading directly predicted students’ use of learning strategies as well. Positive attitudes toward reading also predicted students’ use of memorization, elaboration, and control strategies. Thus, reading attitude was an important mediator between parent- and teacher-related contextual factors and reading/learning engagement of Korean adolescents.

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