This article describes a study conducted to determine the relationship between change in attitude toward reading and (1) achievement in the basic word identification, vocabulary, and reading comprehension skills, (2) sex, (3) socioeconomic status, and (4) age. While the students in the experimental group made significantly greater gains than the students in the control group in both change in attitude toward reading and achievement in most of the skills tested, statistically significant relationships were found in only four areas. These were between change in attitude toward reading and achievement in (1) recognition of words in isolation, (2) level of comprehension, (3) recognition of letter sounds, and (4) syllabication. No significant relationships were found between change in attitude toward reading and sex, socioeconomic status, and age of the students in the study.An examination of objectives for reading programs frequently reveals that adequate attention is not given to the development of positive attitudes toward reading. Consequently, teachers continue working, day after day, with many boys and girls who are not favorably inclined toward reading. In addition, a large number of adults turn away from reading as a pastime activity. These conditions, plus the fact that there is a paucity of research on how to change children's attitudes toward reading, stimulated the investigation described herein.
Nature of the InvestigationThe study was designed to determine the relationship between change in attitude toward reading and, in turn, achievement in the basic word identification skills, achievement in selected comprehension skills, change in level of comprehension, achievement in reading vocabulary, sex, socioeconomic status, and age. An assumption was made that such knowledge would be useful as teachers and other educators work to improve children's attitudes toward reading.
The Subjects and the Reading ProgramThe investigation involved students who were enrolled in a summer corrective reading program in Santa Rosa County, Florida. These students were disabled readers who had been in grades 4-8 during the preceding school year. On the average, thirteen students were enrolled in each of sixteen classes, and one teacher was assigned to teach a class for one-half day.
