An Investigation of Factors Related to Change in Attitude toward Reading

Abstract

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.

Correlates of leisure‐time reading

“…To date studies which have attempted to explain leisure reading have in the main lacked an affective component. A number of studies have demonstrated that improvement in reading attitude is associated with higher levels of reading achievement (Healy, 1965; Roettger et al, 1979;Rowell, 1972;Walberg and Tsai, 1984), which, in turn, correlates with amount of leisure reading (Connor, 1954;Greaney, 1980;Long and Henderson, 1973;Maxwell, 1977;Whitehead et al, 1975). Thus, it would seem reasonable to include an attitudinal measure in a model of leisure reading.…”

Reading attitudes and perceptions in traditional and nontraditional reading programs

“…The majority of the research in this area has examined attitudes toward reading, their development and their role in reading achievement. While the research on this latter question is inconsistent, many studies have found moderate relationships at various grade levels between reading achievement and attitudes (Askov & Fischbach, 1973;Bernstein, 1955;Groff, 1962;Nealeetal., 1970;Ransbury, 1973;Rowell, 1972;Schnayer, 1969).…”

Instruments for Assessing Reading Attitudes: A Review of Research and Bibliography

“…Attitude changes affected the amount read and level of achievement and persisted into junior high school. Rowell (1972) developed a Likert type 5 point observation checklist, A Scale of Reading Attitude Based on Behavior, for use with elementary subjects. The scale is scored 1 to 5 for each of 16 items and summed for a total attitude score.…”