Reading Attitudes among Middle School Students Survey

McKenna, Michael C.; Conradi, Kristin; Lawrence, Camille; Jang, Bong Gee; Meyer, Joseph P.

doi:10.1037/t40077-000

Cited by 3 publications

(4 citation statements)

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“…Reading in and for school is assumed to be predominantly externally regulated (e.g., by the teacher, tasks, curriculum). In leisure time, by contrast, the choice of text is more internally regulated, which means that people decide for themselves or more autonomously which texts they want to read (e.g., Ivey and Broaddus, 2001;De Naeghel et al, 2012;McKenna et al, 2012). Therefore, students' reading behavior might be different in the two broader contexts.…”

Section: Leisure and School Reading Activitymentioning

confidence: 99%

Measuring reading behavior in large-scale assessments and surveys

Locher

Philipp²

2023

Front. Psychol.

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Large amounts of studies have shown that reading behavior is an important aspect for the development of students’ reading skills. The construct reading behavior as examined in large-scale assessments and surveys within the field of empirical educational research is operationalized through a wide range of reading and reading-related aspects (e.g., reading time, reading frequency, print exposure, reading engagement, book genre preferences, knowledge of authors or book titles) and a broad array of measurement methods are used. The approaches to measure the same variable – namely reading behavior – differ fundamentally from each other, while at the same time, a clear concept that would help to classify the used measurement instruments and to interpret them in relation to the superordinate construct of reading behavior is missing. Therefore, the present article aims to give an overview of methods to measure reading behavior within the context of large-scale assessments and surveys, and to discuss how they were implemented. Finally, we make some suggestions on how it might be possible to relate the applied measurement approaches to each other, especially in terms of their content and theoretical relationship to the overarching construct of reading behavior.

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Section: Leisure and School Reading Activitymentioning

confidence: 99%

Measuring reading behavior in large-scale assessments and surveys

Locher

Philipp²

2023

Front. Psychol.

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“…In response to the demand for instruments tailored to capture the reading experience of adolescents (see McKenna et al, 2012), reading motivation measurement scholars have amended existing questionnaires intended for elementary students to better suit older readers (Boltz, 2010;Guthrie, Wigfield, & Klauda, 2012;Pitcher et al, 2007), adapting questionnaire items to reflect more developmentally appropriate language (Boltz, 2010;Gambrell, Palmer, Codling, & Mazzoni, 1996;Pitcher et al, 2007) and including item content that addresses more extensive text types, such as expository text (Guthrie, Cambria, & Wigfield, 2009;Guthrie et al, 2012) and digital reading (McKenna et al, 2012). Yet, these items do not address distinctions between different content areas within school settings.…”

Section: Motivation Conceptualizations and Adolescent Literacy Framewmentioning

confidence: 99%

“…While educators and researchers agree on the crucial role of literacy motivation in reading performance, research on methods for accurately and validly assessing the reading motivation of adolescents is still uncommon (Davis, Tonks, Rodriguez, & Hock, 2015;McKenna, Conradi, Lawrence, Jang, & Meyer, 2012). The most frequently used instruments for measuring reading motivation do not attend to content-area-specific reading motivations and instead assess reading motivation as a more general construct (Schiefele, Schaffner, Möller, & Wigfield, 2012), with little sensitivity to the distinct reading activities students engage in across the disciplines (Buehl, 2011).…”

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confidence: 99%

Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

Neugebauer

2016

Assessment for Effective Intervention

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students' content-area-specific reading motivations.

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“…There is growing interest in the concept of motivation in reading research, due to increased recognition of its role in reading achievement (e.g., Toste et al, 2020) and amount and breadth of reading (e.g., Miyamoto et al, 2019). However, adolescence has been consistently associated with declines in reading motivation and in related constructs such as enjoyment (Clark and Douglas, 2011;Cole et al, 2022), attitude (McKenna et al, 2012;Allred and Cena, 2020), and frequency (Twenge et al, 2019) for both academic and recreational reading (Clark, 2019;Clark and Teravainen-Goff, 2020). Indeed, in the last 50 years, overall time spent reading for pleasure has declined amongst adolescents (Twenge et al, 2019), with fewer adolescents reporting enjoying reading for pleasure in 2022 than in the previous 15 years (Cole et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

Webber,

Wilkinson,

Duncan

et al. 2023

Front. Educ.

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Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthesizes existing research in this area and provides recommendations for future research and practice. Drawing upon both narrative and scoping review principles, this review synthesizes 38 peer-reviewed articles and research reports which have evaluated approaches for improving adolescents’ (12–16 years old) reading motivation. The article outlines the breadth and scope of approaches which have been used previously, categorized into five types: (1) reading and literacy skills programs; (2) whole-school reading culture; (3) book clubs; (4) technology-supported interventions; and (5) performance and theater. The review also identifies gaps and issues relating to the current body of research and proposes priorities for future work in this area. Together, the findings and recommendations address calls to dedicate renewed and sustained attention to supporting adolescents’ reading motivation and engagement and provide a point of reference for researchers and education practitioners seeking to select, develop, and implement strategies for supporting adolescents’ reading motivation in the future.

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Reading Attitudes among Middle School Students Survey

Cited by 3 publications

References 0 publications

Measuring reading behavior in large-scale assessments and surveys

Measuring reading behavior in large-scale assessments and surveys

Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

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