Reading Attitudes Research Articles

Reading Attitude and Learning Motivation as Predictors of Reading Comprehension

This study is aimed at investigating the significant relationship between reading attitude, motivation, and reading comprehension in Bunawan District, Davao City public elementary school learners. It employed descriptive-correlational research design which describes the relationship between two or more variables. Primary information was obtained by using adapted survey questionnaires among 250 Grade 6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude / Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard Deviation, and correlation analysis through Pearson product-moment correlation. Results revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation (x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among the respondents. Furthermore, the findings revealed no significant relationship between reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents have a positive attitude toward reading but it does not affect their reading comprehension. This further implies that students who are motivated to read can improve their reading comprehension. Hence, the respondents with high interest in their reading activity comprehend more than those without interest.

The Effect of Game-based Reading Activities on Reading Fluency and Attitudes of Elementary Students with Reading Difficulties from Multicultural Families

The purpose of this study was to examine the effects of game-based reading activities on the reading fluency and attitudes of elementary school students from multicultural families with reading difficulties. A multiple probe baseline design across subjects was used with three second-grade elementary school students from multicultural families struggling with reading in order to investigate the effect of game-utilized reading activities on their reading fluency and attitude. After the intervention, it was found that the reading fluency of all participating students had improved compared to the baseline, and their reading attitudes had also changed positively. These results indicate that game-based reading activities are an effective instructional method for improving reading in elementary students from multicultural families with reading difficulties. Furthermore, it suggests that game-based reading activities can be used as a useful instructional method to enhance the reading abilities of these students.

Reading Attitudes, Interests, Habits, and Material Preferences of Junior High School Learners towards the Development of Strategic Intervention Materials

Focusing on reading attitude, motivation, and preference helps develop higher levels of focus and concentration of student readers. It also forces the readers to organize their thoughts, including issues they may not be familiar with. Reading also plays a significant role in improving student academic performance. However, in 2018 the Program for International Student Assessment (PISA) reported that the Philippines ranked last among 79 participating countries in reading. To address this issue, the Department of Education (DepEd) encourages teachers to create more contextualized and engaging supplementary reading materials for students. Thus, the researcher in this mixed-method study aimed to determine the reading attitudes, interests, habits, and material preferences of Junior High School (JHS) learners in a secondary school. Through random sampling, 344 JHS students of Solano High School as respondents participated in this study, and 12 informants were purposively selected for the in-depth interviews following the lens of a narrative inquiry approach. The respondents’ reading interests and habits were determined using frequency count, percentage, distribution, and rank, while their reading attitude was described using the mean. The qualitative data were explored using two analyses: deductive content analysis and thematic analysis. Results revealed that Grades 7, 8, and 9 respondents used digital/online media in their reading literary selection tasks, whereas Grade 10 preferred print media. When the respondents are in school, books were their primary source of reading, while internet websites were used for reading outside of school. Qualitative data revealed that they used digital media such as audio-video and ebook formats when reading a literary piece assigned to them. Four themes emerged from the interview data: accessibility of the reading selection, easy-to-use reading materials, interactive features of the reading materials, and shareability of the reading materials. Findings may have pedagogical implications for all concerned members of the discourse community and stakeholders, such as establishing a state-of-the-art electronic library, developing educational programs to strengthen the library’s roles and functions and revisiting existing policies on school libraries and reading corners, implementing reading awareness campaigns, and designing supplemental reading materials.

The Authentic Blended Assessment Model of Basic Reading for Developing Self-Directed Learning Skills

This study aims to identify the needs related to an assessment model, to develop an authentic blended assessment model oriented to self-directed learning for Basic Reading, the foundational skills required to understand written text as a subject learned in university, and to ensure validity, practicality, and effectiveness of the research products. This study employs a design model proposed by Plomp that was conducted in three phases: preliminary research, developing and prototyping, and assessment. There were 55 students and three lecturers participating in need analysis stage, six experts to review the research products, five users in one-to-one evaluation, 15 students in small group, and 35 students in field test. Data collection techniques were carried out through questionnaires to get information about students’ needs and characteristics, the products’ validity, and the users’ practicality. The interview was used to get the lecturer’s needs. The effectiveness data of the research products was collected through a comparison of pretest and posttest values. The data were analyzed quantitatively for questionnaire and test and qualitatively for interview. Meanwhile, from the need analysis, it was found that the students and the lecturers in higher education need an authentic blended assessment model oriented to self-directed learning. Based on the context analysis, the authentic blended assessment model has not been implemented yet on Basic Reading subject. It was considered students’ learning styles, reading interests, and reading attitudes in developing the assessment model. The validity of the assessment model developed was very high (4.01). The practicality from the lecturers was 4.61 (very practical) and from the students, 3.83 were categorized as practical. The products of the research significantly showed the effect on students’ reading ability within the score of t-calculated reached 14.17 higher than t-table 2.02. The authentic blended assessment model developed achieved high validity, practicality, and effectiveness.

Read to Live Program on Reading Performance Among High School Learners in Pasian National High School

This study “Read to Live” Program on the reading performance of Pasian National High School secondary school students aimed to 1.) describe the reading level in the “Read to Live” program based on the knowledge, vocabulary, language structure, verbal reasoning and literacy; 2) determine students’ reading performance in word recognition and reading comprehension; 3.) identify significant differences between the “Read to Live” program and students’ performance in word recognition and reading comprehension. The respondents were seventy-two (72) Junior High School students. Modified questionnaires about students’ characteristics were given to the respondents and Phil-IRI was used to determine their reading level. Data used an experimental study design to be collected using frequency, percentage, mean, standard deviation, and T- test. The results showed a positive response to the reading attitude and reading attitude of the respondents. Furthermore, the profile of the respondents, apart from the study behavior, influenced the performance of the respondents. Moreover, the “Read to Live” program affected the reading performance of the respondents in several areas. The researcher recommends that DepEd officials, administrators, parents and stakeholders should work together in dealing with the lack of literacy among students. An intensive reading training adapting unified reading materials was applied to thirty-two (32) females and forty(40) males in Pasian National High School. Similar studies could be conducted but focused on different reading interventions appropriate to students’ reading levels and interests as well as students’ reading comprehension and communication skills.

Reading Attitude, Self-regulation and Technology-based Instruction for Effective Reading: A Structural Relationship Model in Students' Intercultural Communicative Competence

Reading Attitude, Self-regulation and Technology-based Instruction for Effective Reading: A Structural Relationship Model in Students' Intercultural Communicative Competence

Türkçe Öğretmeni Adaylarının Dijital Okumaya Yönelik Tutumlarının İncelenmesi

Developing technology has changed many situations and has led to specific changes in how people read. Nowadays, digital reading activities through electronic media/devices and printed materials have started to increase daily. This research aimed to examine the digital reading attitudes of Turkish teacher candidates in terms of different variables. For this purpose, the research was structured according to the relational screening model, which is a quantitative method. Scanning models are an approach that allows you to describe a past or present situation as it is. The research sample consists of 224 Turkish teacher candidates studying at Akdeniz University in 2022-2023. The research data was collected with the Digital Reading Attitude Scale, and the data accessed using SPSS 24.0 was interpreted with ANOVA and t-test to analyze the data. Based on the findings of the research, it was observed that there was no significant difference in the digital reading attitudes of pre-service teachers in terms of gender, grade level, reading preferences (printed/digital material), and digital reading time variables. Still, a significant difference was observed in terms of reading proficiency.

THE EDUCATIONAL ROLE OF LIBRARIES IN THE GRECO-ROMAN CIVILIZATION AND THE FORMATION OF THE SOCIAL CHARACTER OF READING

The paper delves into the interplay between the history of books, the evolution of libraries, and reading habits in the Greco-Roman world. It examines how literary production and reading practices were influenced by social and cultural conditions, shaping the relationship between readers and literature. By exploring book production, library institutions, and reading attitudes of that era, it becomes apparent how reading literature not only requires but also enhances linguistic, social, and cognitive skills, thus impacting overall quality of life. This historical perspective underscores the educational role of libraries as hubs for reading, fostering culture, and emphasizing the communal aspect of reading. It suggests that the notion of reading groups as interpretive communities, as we understand them today, has deep historical roots, catering to individuals' mental needs and serving societal functions within each collective.

고등학생 디지털·미디어 역량 영향 요인 분석

This study determined the correlation and influence of the digital and media competencies of high school students and their surrounding factors. We analyzed educational panel data at the national level and conducted reliability and validity tests. We then performed correlation, multiple regression, and parallel multiple mediation analyses. The conceptualization and empirical findings of competency vary depending on the underlying theory, the instruments and procedures used to measure it, and the role played by various sub-factors. Therefore, we suggest conducting further empirical studies to examine factors besides communication skills, reading attitudes, reading volume, global citizenship, and self-directedness that influence digital and media competencies related to Korean language arts in a multifaceted manner. We hope that this study will lead to follow-up studies exploring these factors.

‘한 학기 한 권 읽기’에 관한 교사 이론과 실천 탐색

This study aims to explore how in-service teachers’ implicit theories inform their practice in relation to ‘One Semester One Book’. To this end, a selective review of the literature of 'One Semester One Book’ proponents was conducted to explore the different perspectives related to teachers’ implicit theories. The results revealed that teachers’ implicit theories in relation to ‘One Semester One Book’ are based on the perspectives of naturalistic teaching theory, whole language approach, authentic theory, and egalitarian perspective. How different perspectives related to the implicit theories are connected to reading instructional practices was explored through a survey study of secondary language arts teachers. Their understanding, attitudes, and practices of ‘One Semester One Book’ were positive. They were significantly related to “making reading habits” and “reading a variety of texts” among reading instructional content. However, teachers’ understanding, attitudes, and practices of ‘One Semester One Book’ were not statistically significant with “using appropriate reading strategies” or “fostering positive reading attitudes,” which are important in the national curriculum. This suggests that teachers’ implicit theories about ‘One Semester One Book’ are considerably influencing their reading instructional practices.

Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners

Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic.
 Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context.
 Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants.
 Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE.
 Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Whether or not extensive reading transforms Vietnamese university students’ attitudes towards reading using a tri-component analysis model is an uncharted area. This study delved into the reading attitudes of English majors concerning their cognitive, conative, and affective dimensions through a two-month extensive reading (ER) project. Participants were composed of 26 first-year students at a large urban university in Vietnam. Research instruments included a pre-project questionnaire, a post-project questionnaire and book records. The findings revealed a positive change in the students’ reading attitudes, characterized by reinforced belief in the benefits of reading, heightened positive feelings, and an increased intent to read. Recommendations for practice and further research were provided and discussed.

Mapping reading attitudes of high school students: Information mastery strategy

This research aims to analyze the reading attitudes of high school students in order to develop effective strategies to improve mastery of information through reading. The research was conducted using descriptive methods. The data source is students at the high school level with a limited sample of 31. The data collection technique is in the form of a questionnaire. Data analysis was carried out by observing the items that determine students' attitudes related to reading. The analysis process is strengthened by descriptive statistics. The results of the research show the order of students' reading attitudes from highest to lowest, namely: observing the title of the reading source before reading, looking for a safe environment, looking for reading friends, helping friends in understanding reading, looking for information related to the benefits of reading texts, reading anything, motivating yourself, asking friends or teachers if you don't understand, trying to do assignments, using free time to read, and implementing the principle of mandatory reading. All attitudes carried out by students have a positive impact on strengthening reading skills and ultimately broadening horizons and information.

Reading attitudes and practices: the Italian experience (Overview of statistical data)

In this article, up-to-date statistical data from studies and polls revealing reading activity in recent years in Italy will be presented. In particular, we will focus on the profile of young people in Italy as readers - their reading preferences, attitudes and habits. Emphasis will be placed on the efforts of Italian institutions (schools, libraries, publishing houses) to promote reading.

The Impact of Children's Literary Works on Reading Motivation, Reading Attitude and Reader Self-Perception of the 6th Graders

Bu araştırmanın temel amacı çocuk edebiyatı eserlerinin 6. sınıf ortaokul öğrencilerinin okuma motivasyonu, okuma tutumu ve okur öz algısına etkisini tespit etmektir. Bu amaç doğrultusunda yapılan çalışmada nicel araştırma desenlerinden yarı deneysel desenlerden “ön test- son test eşleştirilmiş kontrol gruplu desen” kullanılmıştır. Araştırmanın çalışma grubunu Şırnak ili Silopi ilçesinde yer alan Cumhuriyet Ortaokulunda öğrenim görmekte olan 6. sınıf öğrencileri oluşturmaktadır. 2022-2023 eğitim-öğretim yılında Cumhuriyet Ortaokulunda öğrenim görmekte olan 6. sınıf öğrencilerinden 30’u rastgele yöntemiyle deney grubu, 30’u da kontrol grubu olarak seçilmiştir. Bu çalışmada veri toplama aracı olarak okuma motivasyonu ve okumaya adanmışlık ölçeği, ilköğretim ikinci kademe öğrencileri için okumaya yönelik tutum ölçeği, okur öz algısı ölçekleri kullanılmıştır. Araştırmanın verilerinin analizinde, deney grubu ve kontrol grubunun okuma motivasyonu ve okumaya adanmışlık ölçeği, okuma tutumu ölçeği ve okur öz algısı ölçeğinin ön test ve son testinden aldıkları puanların normallik değerlerine bakılmıştır. Yapılacak analiz teknikleri için normallik varsayımlarından olan Shapiro-Wilk değerlerine bakılmıştır. Bu analiz sürecinde, deney ve kontrol gruplarının ölçeklerden aldıkları ön test ve son test puanlarının aynı grubun kendi içinde karşılaştırılması için bağımlı örneklemler t-testi kullanılmıştır. Kontrol ve deney gruplarının ön test ve son test puanlarının karşılaştırılması için bağımsız örneklemler t testi kullanılmıştır. Araştırma sonucunda çocuk edebiyatı eserlerinin okunmasının ortaokul öğrencilerinin okuma motivasyonu ve okumaya adanmışlık, okuma tutumu ve okur öz algısı üzerinde olumlu (pozitif) bir etkisinin olduğu tespit edilmiştir.

Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school completed a lesson-specific combination of pretest and posttest measures of letter-sound knowledge, decoding skills, oral reading fluency, and academic reading attitudes. Students were assigned to groups targeting phonemic awareness and word recognition (PAWR), word recognition and fluency (WRAF), fluency and comprehension (FAC), or vocabulary and comprehension (VAC) based on skill profiles. Paired-samples statistical tests were used to analyze pretest and posttest measures, and tutors were observed with a checklist to document implementation fidelity. Results indicated significant gains on specific subskill mastery measures of letter-sound knowledge for students in PAWR groups and decoding skills for students in PAWR and WRAF groups. Results were not significant for a curriculum-based measure of oral reading fluency for students in FAC groups and were significantly negative for students in VAC groups. There were no significant differences in gains based on instructional group size. There was no evidence of summer learning loss on academic reading attitudes. Tutors were able to implement DRI and IRA lessons with acceptable fidelity. These findings suggest that a summer tutoring program delivered by graduate students can improve targeted reading skills without negatively impacting reading attitudes.

Öğretmen Adaylarında Okumaya Yönelik Tutum Ve Dijital Bağımlılık Arasındaki İlişkide Denetim Odağının Aracı Rolü

This research aims to investigate a relationship between digital dependency and reading behaviour of pre-service teachers and how locus of control mediates this relationship. In the research, conducted with 804 pre-service teachers aged 18-25, data was collected using a demographic data form, digital addiction scale, reading attitude scale and locus of control scale. Within the sub-problems of the research, Pearson Product Moment Correlation Analysis and Mediation Analysis were applied to the dataset. The findings show that digital addiction is negatively correlated with attitude towards reading and positively correlated with locus of control showed that there is a significant relationship. Attitude towards reading and locus of control were found to have a significant negative relationship. It was found that locus of control was a partial mediator of the relationship between the level of digital addiction of pre-service teachers and their attitudes towards reading. Accordingly, it was concluded that the attitudes towards reading of pre-service teachers with high digital addiction and external locus of control were more negative than their peers with high digital addiction but internal locus of control.

The Relationship between Reading Attitude and Student Grade Point Average

Reading is crucial for individuals to achieve optimal functioning, as it facilitates the development of cognitive processes such as critical thinking and decision-making, which foster the ability to conceptualize and solve problems. This research study is significant to conduct because there is a dier need for a scholarly inquiry more focused on establishing the relationship between students’ attitudes toward reading and their academic performance while considering the influence of study skills across all levels of education. The main aim of the study was to examin the relation between the reading attitudes of students and their academic acheivment by gainning higher grades in the class. Thus, the main research question the study was; What is the relationship between reading attitude and students’ grade point average? The main research tool used in thse study was quantitative research method. The study was conducted in King Saud University for Health and Sciences (KSUHS) in Riyadh Saudi Arabia. Random sampling technique was used to select the sample. Sample size of the study was 146 students enrolled in first-year at KSUHS. The Pearson correlation value of E1, E2, E3, G1, E10, E13, E16, E21, G25, E1, E2, E22, E12, E7, E8, E14 lie between +1 and -1 which showed that variables have a significant relationship with each other. The hypothesis test values were (t=4.797, p<.01) which supported the hypothesis that a positive reading attitude contributes to higher grade point averages in the classroom due to which H1 was accepted. Correlation among the variables showed that grade point average is significantly correlated with Reading attitudes toward the English language.

Children’s Books About Immigrants and Refugees: Impact on Reading Attitudes

Forty-nine preservice teachers (PTs) from a religious-affiliated private university in the U.S. and 124 children attending a reading clinic at the university participated in a study to determine if books about immigrants and refugees had any effect on children's academic and recreational reading attitudes and whether the development and teaching of lessons by Interventionists PTs using books about immigrants and refugees influenced their attitudes toward immigrants and refugees. Fifth-grade children showed significant pre-post changes in academic and recreational reading attitudes. Preservice teachers showed significant pre-post-beliefs about immigrants and refugees in comparison to control group PTs.

The Correlation Between Students’ Reading Attitude and Their Reading Comprehension

The act of comprehending a text is known as reading comprehension. The aim is to fully comprehend what is being described in the text. L2 reading may be influenced by a variety of factors, one of them is reading attitude. A learner's reading attitude, which affects whether they enjoy or hate reading, may have an impact on their reading skills through how involved they are with their reading. The aim of this study is to determine whether or not reading comprehension and student attitudes are correlated. A total of 48 junior high school students in the eighth grade participated in this study. The data was collected by distributing a reading attitude questionnaire and reading comprehension TOEFL Junior Test. The result found that the students’ reading attitude was fairly good (M = 3.40) and their reading comprehension was mostly at B1 level (M = 288.35). However, the result of Pearson Correlation showed that there is a weak correlation between students’ reading attitude and their reading comprehension (r = .279, p = 0.055). The students believe that reading can give them a positive impact, yet they do not really like the activity of reading.