Influence of reading attitude on reading achievement: A test of the temporal‐interaction model

Abstract

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deÞcits, reading continues to be exceptionally difÞcult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading performance. In the current study, 76 fourthgrade students were administered Curriculum-Based Measurement tasks in reading (R-CBM) and the Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990 A principal focus of federal and state educational legislation centers on improving students' reading proÞciency. Research on instructional methods, interventions and approaches for preventing reading problems, and improving struggling students' reading skills abound. Reform efforts aimed at ensuring protected reading instruction blocks during the school day (e.g., Reading First schools) and policy recommending intense, swift academic interventions at the Þrst sign of difÞculty are also part of national efforts to eliminate the reading deÞcit in the United States. Despite an abundant literature base on the effectiveness of reading interventions, programs, and educational practices (including a U.S. Department of Education [USDOE] Web site dedicated to compiling and reporting the effectiveness of existing educational programs and interventions [i.e., The What Works Clearinghouse, http://ies.ed.gov/ncee/wwc/]), less than one third of the nation's fourth-graders read at or above a proÞcient achievement level (National Assessment of Educational Progress [NAEP], 2005), suggesting a reading crisis in our country.Comparatively fewer studies have explored implicit models of reading. Implicit models of reading focus on the underlying affective beliefs that inßuence reading behaviors (Schraw & Bruning, 1999). Recent studies about the affective inßuences on reading achievement (e.g., Ghaith & Bouzeineddine, 2003;Lynch, 2002;Unrau & Schlackman, 2006) underscore the inßuence of affective factors (e.g., academic self-efÞcacy, intrinsic motivation, self-regulation, and positive attitude)

MultidiMensionality and hierarchical structure of the english vocabulary learning attitude scale

“…In a regression study, Martinez et al (2008) also demonstrated that reading attitude significantly predicted reading achievement (β = 0.22). Indeed, the aforementioned researchers have suggested that the role of attitude should not be neglected in the process of foreign language learning.…”

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

“…Bu dış faktörlerin yanı sıra okumaya karşı duyulan motivasyon, ilgi, merak, öz yeterlilik (Black, 2006;Forget 2004;Richardson ve Morgan, 2003;Putman ve Walker, 2010); okumaya stratejileri (Forget, 2004); okumaya ilişkin olumlu ve olumsuz duygulardaki süreklilik ve değişim (Kush ve Watkins, 1996;McKenna, Kear ve Ellsworth, 1995); öğrencinin sahip olduğu amaç, değer ve inançları da kapsayan içsel faktörler de okumaya yönelik tutumu etkilemektedir (Bokhorst-Heng ve Pereira, 2008;Ho ve Guthrie, 2013;McGeown vd., 2015;Schiefele, Schaffner, Moller ve Wigfield, 2012). Okuma becerilerini doğrudan etkileyen okumaya ilişki tutum (Conlon, Zimmer-Gembeck, Creed ve Tucker, 2006;Martinez, Aricak ve Jewell, 2008;Morgan ve Fuchs, 2007;Tuckman, 1999) öğretim sürecinde öğrencilerin değerleri, benlik saygıları ve akademik gelişimleri hakkında da önemli ipuçları vermektedir (Kaniuka, 2010). Tutum bu yönüyle de öğrencinin gelişimsel sürecinde önemli bir yere sahip olmakla birlikte okuma eyleminin önemli bir duyuşsal değişkeni olarak öğrencilerin akademik yaşamlarında da önemli etkilere sahiptir.…”

Evidências de Validade da Escala de Atitudes em Relação à Leitura: ERAS-Br

“…Para a escala toda, o Alfa de Cronbach foi semelhante aos das investigações de McKenna e Kear (1990), Martínez et al (2008), Thornton (2008), Kruzicki (2009) Constatou-se que, num período de dois anos, a ERAS-Br apresentou coeficientes de estabilidade que variaram entre suficientes (Total, ALR e ALAG) e bons (ALA e ALAA). Ao efetuar um estudo de teste-reteste da ERAS com intervalo de um ano, Kush et al (1995) identificaram um coeficiente (0,43) que foi classificado como "estável".…”