Attitude Development Toward Reading in Grades One through Six

Parker, Anita; Paradis, Edward

doi:10.1080/00220671.1986.10885697

Cited by 27 publications

(14 citation statements)

References 4 publications

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“…Although research has shown that teachers, through the use of specific classroom techniques (Lehr, 1982;Wigfield & Asher, 1984), can influence the attitudes that their students develop, no unique instructional method or reading program could be identified that was differentially initiated for the boys and girls in this study. A similar artifact was observed by Parker and Paradis (1986), who noted a brief increase in student reading attitudes between Grades 4 and 5.…”

Section: Discussionsupporting

confidence: 74%

Long-Term Stability of Children's Attitudes Toward Reading

Kush

Watkins

1996

The Journal of Educational Research

104

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Section: Discussionsupporting

confidence: 74%

Long-Term Stability of Children's Attitudes Toward Reading

Kush

Watkins

1996

The Journal of Educational Research

104

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“…Research has consistently shown that females generally have more positive attitudes toward reading than males (M. Anderson, Tollefson, & Gilbert, 1985;Askov & Fischbach, 1973;Greaney & Hagerty, 1987;Kennedy & Halinsky, 1975;Kush & Watkins, 1996;Logan & Johnston, 2009;Martínez, Aricak, & Jewell, 2008;McKenna et al, 1995;Parker & Paradis, 1986;Sainsbury & Schagen, 2004; M.C. Smith, 1990;Swalander & Taube, 2007;Swanson, 1982;Wallbrown, Levine, & Engin, 1981;Worrell, Roth, & Gabelko, 2006).…”

Section: Attitudes and Gendermentioning

confidence: 99%

Reading Attitudes of Middle School Students: Results of a U.S. Survey

McKenna

Conradi

Lawrence

et al. 2012

Reading Research Quarterly

245

239

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To examine the current state of reading attitudes among middle school students in the United States, a survey was developed and administered to 4,491 students in 23 states plus the District of Columbia. The instrument comprised four subscales measuring attitudes toward: recreational reading in print settings, recreational reading in digital settings, academic reading in print settings, and academic reading in digital settings. Factor analysis confirmed the factor structure corresponding to the four subscales, and reliability coefficients for these subscales ranged from 0.78 to 0.86. Correlations among the subscales varied considerably, due largely to the recreational digital subscale. Analyses of variance subsequently confirmed a pattern for the recreational digital subscale that differed from that of the others. For academic digital, recreational print, and academic print, the attitudes of females were more positive than those of males; however, for attitudes toward recreational reading in digital settings, the pattern was reversed. In addition, results for three of the subscales showed a gradual worsening of attitudes from 6th to 8th grade. The exception was academic print, for which attitudes did not differ by grade. No interactions were observed between grade and gender for any of the subscales. Results are discussed in the context of attitude theory and the rapid evolution of digital literacy and its social uses by adolescents.

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“…Further, relative to gender differences, most research indicates that females begin school with higher attitudes towards reading than males, regardless of grade level or socioeconomic status (Barnett & Irwin, 1994; Wallbrown, Levine & Engin, 1981). Parker and Paradis (1986) studied gender differences in fourth‐, fifth‐ and sixth‐grade students, with girls exhibiting more positive attitudes than boys, and the greatest difference between the two groups was observed in non‐classroom‐related reading activities. This finding was confirmed by Stevenson and Newman (1986) in tenth graders; however, it was not replicated in students in Kindergarten through ninth grade.…”

Section: Reading Achievement and Attitudesmentioning

confidence: 99%

A meta-analysis of the relationship between student attitudes towards reading and achievement in reading

Petscher

2009

Journal of Research in Reading

173

124

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A meta-analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multilevel approach was used in meta-analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta-analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Z r 5 .32), while stronger for students in elementary school (Z r 5 .44) when compared with middle school students (Z r 5 .24). Findings related to selected moderator variables are discussed, with suggestions for future research.Learning to read is the principal learning activity undertaken by children in their first years of school (Chapman & Tunmer, 1995), and the development of their literacy skills is a fundamental role of schools. Educational and psychological researchers have focused their attention on the cognitive components of reading (i.e. reading comprehension, acquisition of fluency, motor skills of reading, etc.), leaving a gap in the area of measuring student attitudes (Gettys & Fowler, 1996). Attitudes have long been held as an important psychological construct as they play an important role in moderating one's level of motivation and intention to read, as well as mediating the relationship between an individual's beliefs and reading activities. Among classroom teachers, it is widely believed that the students' attitude towards reading significantly impacts students' reading achievement (Russ, 1989). Although research has examined the role of attitudes in predicting reading behaviours, inconsistent replication, poor predictive models and the difficulty of separating attitudes from aspects of motivation and self-beliefs have left many researchers to focus on more reliable predictors of reading behaviours, namely cognitive (e.g. comprehension) and conative (e.g. intentions) components.Recent advances in models of reading attitudes development (Mathewson, 1994;McKenna, 1994) have delineated attitudes as mediators or moderators of achievement, rather than a direct corollary, and as Fazio, Zanna and Cooper (1978) noted, 'The inconsistent relationships obtained between attitude and behavior could be better understood if researchers asked ''under what conditions do what kinds of attitudes held

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Attitude Development Toward Reading in Grades One through Six

Cited by 27 publications

References 4 publications

Long-Term Stability of Children's Attitudes Toward Reading

Long-Term Stability of Children's Attitudes Toward Reading

Reading Attitudes of Middle School Students: Results of a U.S. Survey

A meta-analysis of the relationship between student attitudes towards reading and achievement in reading

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