Reading Attitudes Research Articles

A Reading Comprehension Program for Primary School Students

The aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students’ reading comprehension skills. In this context, students’ attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The research was ­carried out with a quasi-experimental design. The research was carried out with 353 students. The reading comprehension skills development program prepared by the researcher was applied to the experimental group for a total of 30 hours for 15 weeks. After the implementation of the program, posttests were applied to the experimental and control groups. The students in the experimental group of the reading comprehension program developed according to the results of the research; reading attitude, reading motivation, reading speed, prosodic reading and reading comprehension scores increased significantly compared to the scores of the control group students.

The effect of E-book reading on EFL Saudi learners’ reading comprehension and reading attitudes

The effect of E-book reading on EFL Saudi learners’ reading comprehension and reading attitudes

Effect of reading attitudes on reading habits and writing tendencies: Structural equation modeling

In this study, structural equation modeling was used to examine the effect of gifted students’ attitudes toward reading on their reading habits and writing tendencies. The study group for this research, in which the correlational survey model was used, was formed with the convenience sampling method. The study was conducted with 134 gifted students attending the Science and Art Center in the 5th, 6th and 7th grades. Attitude Toward Reading Scale, Secondary School Book Reading Habit Scale and Writing Disposition Scale were used to collect the research data. The data construed using the structural equation modeling were processed with SPSS 24.0 and AMOS 22.0 statistical package software. As a result of the research, it was determined that the hypothesis model was valid and attitude toward reading positively affected reading habits and writing disposition. It was concluded that attitude toward reading explained 75% of reading habit and 31% of writing disposition.

Secondary Students’ Perceptions of Teaching Quality and Teacher-Family Interaction: A Structural Equation Model

AbstractStudents’ perceptions of teaching quality and teachers’ interaction with their families, along with student self-efficacy and interest in a subject matter to performance. However, little is known about how student perceptions of teaching quality and teacher-family interactions in the subject of English relate to performance in reading comprehension. The current study explores how the teacher-related perceptions of New Zealand senior secondary students relate to their reading attitudes and tested reading comprehension. Partially mediated structural equation modelling revealed that students’ perceptions of teaching quality directly and positively influenced student self-efficacy, interest, and performance and indirectly through self-efficacy. However, perceptions of teacher-family interactions negatively influenced student self-efficacy and performance and were not related to interest. Although the model was statistically invariant across demographic variables, there were large latent mean differences across school decile bands for reading performance. These findings reinforce the importance of student perceptions of good teaching and raise challenges about how teachers interact with families.

Correction: The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

Correction: The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

Perceptions of English Reading Attitude Among Students in Selected Public Upper Secondary Schools in Kicukiro and Rwamagana, Rwanda

Perceptions of English Reading Attitude Among Students in Selected Public Upper Secondary Schools in Kicukiro and Rwamagana, Rwanda

The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

Digital reading attitude, behavior, and use among Chinese EFL students

Digital reading attitude, behavior, and use among Chinese EFL students

EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.

Academic and recreational reading attitudes among primary students in a rural Malaysian village

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between children’s reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the program’s environment and involvement of reading partners may significantly shape children’s reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between children’s positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing children’s academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.

The Moderating Role of Gender on The Relationship Between Primary School Students' Reading Attitudes and Reading Comprehension

The Moderating Role of Gender on The Relationship Between Primary School Students' Reading Attitudes and Reading Comprehension

Promoting reading, mathematics and science learning: the role of reading achievement and reading interest / Fomento del aprendizaje lector, matemático y científico: el papel del rendimiento lector y del interés por la lectura

Reading, mathematics and science are important subjects in the compulsory educational stage. Promoting students’ learning in these subjects has become a focus. Early reading achievement and reading interest may play a critical role. Using two waves of data collected from 2,722 Chinese students in Grade 4 and Grade 6, the study investigated the longitudinal within-domain relationship between reading achievement and reading interest, as well as their cross-domain effects on mathematics and science. The results of the structural equation model showed that reading achievement and reading interest were mutually reinforced over time. Except for the path from reading achievement to science interest, the two reading-related constructs in Grade 4 positively predicted achievement and interest in mathematics and science in Grade 6. The findings underline the significance for primary schools to cultivate proficient reading skills and positive reading attitudes in promoting students’ long-term learning in reading, mathematics and science.

The Mediating Role of Reading Attitude in the Relationship between Elementary School Students’ Reading Engagement and Reading Comprehension Skills

This study aimed to examine the effect of reading attitude and reading engagement on reading skills success, and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data of this research were collected in Spring 2021. The “Reading Success Scale,” “Reading Engagement Scale,” and “Reading Attitude Scale” were applied to 491 students from the Central Anatolia region in Turkey. The TAP and IBM SPSS 24 software were used to analyze data obtained from the scales used in the study, while the macro mediation test Process 3.5.3 developed by Hayes (2018) was used to measure the mediators in the study. A mediating role model was established in the study to evaluate the hypotheses Conclusion: Found that reading engagement affects reading comprehension significantly and positively; reading attitude does not have a significant effect on reading comprehension; reading engagement affects reading attitude significantly and positively; and that, in the absence of reading attitude, reading engagement has a positive and significant effect on reading success. Engagement to reading explains about 21% of the variation in reading attitude. The study finally recommends studying the role of different variables mediating the relationship between reading engagement and reading comprehension success.

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

This study investigated the importance of reading in English for EFL Foundation Programme students at a private college university in Oman. It discussed the students' attitudes towards reading in English and their knowledge of reading comprehension strategies. The instruments used included a short questionnaire and a reading achievement test. They were handed to sixteen mixed-age and gender students from level one and sixteen mixed-age and gender students from level two. The findings of the study instruments' data showed that gender and English language proficiency had no statistically significant effect on the level of knowledge of reading comprehension strategies in English. They also revealed that age had no statistically significant effect on attitudes towards reading in English.Moreover, they showed no statistically significant correlation between the knowledge of reading comprehension strategies and attitudes toward reading in English. Although there were positive reading attitudes, students showed weak knowledge of reading comprehension strategies. The study recommends that EFL teachers develop their students' knowledge of reading comprehension strategies.

The Importance of Home Literacy Environments in Terms of Children’s Reading Attitudes: A Study of Chinese Grade 5 Students

A great deal has been written about family literacy environments and their effects in the field of Western education, yet there remains a lack of relevant research in China. In addition, the sparse literature that does exist focuses exclusively on reading attitudes and home environments in upper primary grades. The purpose of this study was thus to determine the status of family literacy environments in China and to examine the relationship between students' reading attitudes and these environments. The object of study for this article is the largest and most popular public primary school in a city in northern Jiangsu province, on China's east coast. To achieve this, 185 fifth grade students and their guardians participated in this study, and PIRLS 2011 parent and student questionnaires were used online to collect participants’ data; the resulting information was then systematically analyzed in SPSS. The results showed that, in China, parents' reading attitudes tended to be positive and their expectations of their children were high. Overall, both parents are important in the influence of the family environment, though there was no significant difference between girls’ and boys’ reading attitudes. In the main, there is a significant positive correlation between parents' attitude towards reading and students' attitude towards reading at school: the better the parents' attitude towards reading, the better the children's attitude towards reading. These findings imply that the effects of family environment on reading attitudes in the Chinese context differ little from those identified in the Western world, and that there are many similarities.

The Role of Book Production and Libraries in Shaping Reading Attitudes from the Renaissance to the Enlightenment: The Birth of Recreational Reader

The following paper presents an exploration of the history of books and libraries in conjunction with the development of historical reading practices, focusing on the culturally rich periods spanning from the Renaissance to the Enlightenment. The study combines literary theory and learning theories with a historical survey of the social and cultural milieu during the Renaissance and Enlightenment eras, which influenced the reader's perception of engagement with books and reading. More specifically, the article delves into: a) the interplay between publishing output, library functions, and reader-text dynamics, b) the impact of mass information dissemination on the reading skills prevalent in each era, using specific historical periods as case studies and c) the role of literary salons and the circulation of journals during the Enlightenment era in shaping the archetype of the recreational reader, as observed in contemporary reading communities, library environments and educational settings.

A mixed-method case study of Readers’ Theatre with African immigrant and refugee students

ABSTRACT Readers' Theatre, a drama-based literacy intervention, has been studied for its academic benefit with the socio-emotional impacts largely neglected. In the current study, the Principal Investigator partnered with a summer Readers' Theatre intervention for public middle school students. Following, students completed a self-concept measure and participated in an interview on the experience. This study presents results of the first-and-second-generation African immigrant and refugee participants. Three themes from the interviews are explored: (1) culturally based-arts experiences and intervention buy-in, (2) emphasis on perceived achievement, and (3) the relationship of self-reported impact on middle school readiness, reading attitudes, and sense of ensemble.

Effect of demographic factors on reading habits: Study on Indonesian secondary school students

This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.

THE CORRELATION BETWEEN READING ATTITUDE AND READING ACHIEVEMENT OF THE STUDENTS IN THE ENGLISH CLASSROOM

This study was aimed at finding out whether or not there was a significant correlation between students reading attitude and their reading achievement. The research adopts a quantitative approach. Census sampling was employed to result in 30 students. The data were collected by distributing questionnaire sheets and testing a reading test to assess students reading achievement in narrative texts. In measuring the data correlation, the researcher used Pearson-Product Moment through correlation technique using SPSS 23 program. The findings of the study showed that, there is a moderate correlation between reading attitudes and reading achievement among eleventh-grade students in the English class at Shailendra High School Palembang for the academic year 2023/2024. Keywords: Correlation, Reading Attitudes, Reading Achievement.

Nurturing Reading Logs to Foster Students’ Reading Habits

Reading habit influences language proficiency. Teachers have used Extensive Reading (ER) as a strategy to enhance students’ reading habits. The present study investigated how reading logs influenced the reading habits of 28 EFL learners in Reading courses using a qualitative research approach. Data were collected using observations, classroom discussions, and students’ reading logs. Study participants were students enrolled in an Extensive Reading class who had undertaken an Intensive Reading class in the preceding semester as a prerequisite subject. Reading logs improved rates of reading. Nurturing reading logs helped students enhance their reading habits based on word count, number of books/articles read, and their reflections on their reading attitudes. Lecturers should promote a reading atmosphere in which students are encouraged to read for pleasure. All EFL learners should have access to more reader books and an ongoing schedule of extensive reading to foster good reading habits.