Reading Attitudes Research Articles

STUDENTS’ ATTITUDE TOWARD THE USE OF WATTPAD IN READING COMPREHENSION

This study attempts to seek what components of reading are affected by reading Wattpad and how the students' attitudes towards the use of Wattpad for reading. This research used a descriptive qualitative method. This research is also supported by the theory of reading attitude proposed by McKenna, et.al. The data for this study were collected from two sources, namely a close-ended questionnaire to 20 English Literature students of Universitas Sumatera Utara and supported by interview with 5 out of 20 selected respondents. The results of this study indicate two main things, namely: (1) Vocabulary is the component of reading that is most affected. As many as 40% of respondents chose vocabulary as the most affected reading component, 35% of respondents chose comprehension ability, 15% of respondents chose reading fluency and 10% of respondents chose phonemic awareness. (2) It was found that 10 respondents were judged to show a positive attitude towards the use of Wattpad, 6 respondents showed a neutral attitude and 4 respondents showed a negative attitude towards the use of Wattpad.

Exploring social media use of Filipino learners

Profusely widespread use of social media opened multiple reading opportunities for learners. However, educators have growing concern that excessive use of social media compromises learners’ reading competence and, eventually, academic performance. The current work aimed to examine the extent to which social media use may affect the university students’ (N=101) reading attitudes and competence, which are the backbone of scholastic performance. A mixed-methods approach was applied in the study. The data collected were analyzed using version 26 of the Statistical Package for Social Sciences (SPSS) software. Interview answers were qualitatively analyzed. Results indicate that social media platforms (SMPs) were least used for educational purposes. Students showed positive reading attitudes emphasizing their accorded importance to reading and finding happiness to learn new things. However, as they managed to read posts daily, lesser inclination was accorded to productive reading attitudes such as finding time to read during vacant hours and having enthusiasm towards advanced reading and reading with friends. Overall, reading competence indicated ineptitude. This study provides insights into the context of social media use in shaping learners’ reading attitudes and affecting their level of reading competence.

O (nie tylko estetycznych) pożytkach z lektury fantastyki naukowej

The article is devoted to the potential benefits of a variety of natures from reading science fiction. They are divided into aesthetic and non-artistic, related to the functioning of this phenomenon in the congregational imagination, which models and at the same time is modelled by it. Given the properties of science fiction and its role in the reading circuit, one can conclude about the importance of science fiction as an artistic formula that approximates both the future and the dilemmas of the present, hidden in a futuristic stack of props (this is evident especially when reading socio-political fiction). At the same time, the reading experience contradicts such a high rating of science literature, most often – above – aspiring only to readily attractive “adventurials in space/cyberspace”. Indeed, if there are any advantages of reading science fiction, it must be realised, first of all, that they depend mainly on the expectations of the audience; their reading attitude (that is whether they will treat science fiction as a manifestation of literary escapism, or perhaps a medium of important socio-civilizational issues). However, readers who treat novels in an escapist way can be contrasted with those who equate it with the specific language of discourse over the present day. Therefore, it is important how the author will treat the chosen convention: as an excuse to present further “adventure in space”, or as an opportunity to look at the present from a special perspective, which is provided by the narrative future of action time of science fiction novels. Only then will it be possible to speak of the benefit of reading science fiction, which is more or less indirectly linked to the life of the reader.

The relationship between L1 and L2 reading attitudes in EFL primary school learners: The role of gender, age, and L2 proficiency

The relationship between L1 and L2 reading attitudes in EFL primary school learners: The role of gender, age, and L2 proficiency

The Effect of a Dog Assisted Reading Program on the Reading Ability and Motivation of Children with Dyslexia

Abstract Dog assisted reading programs have been shown to improve children’s reading skills and attitudes toward reading ( Kirnan et al., 2016 ; Levinson et al., 2017 ; Linder et al., 2018 ) and on-task behavior in children who struggle with reading ( Bassette & Taber-Doughty, 2013 ). The purpose of this study was to determine if the benefits of reading to a therapy dog would generalize to a sample of 38 children (8-11 years of age) with dyslexia. We found that the children exhibited significant improvements in reading fluency from baseline to post-treatment. Teacher opinions of students’ reading attitude - motivation also improved from baseline to post-treatment. They also reported greater reading motivation and mood when they read to the dog (i.e., experimental condition) compared to when they read to the experimenter (i.e., control condition). Inconsistent with the hypotheses, there was no significant increase in comprehension scores or trait reading motivation from baseline to post-treatment, nor was there a significance increase in reading fluency between when they read to the dog compared to when they read to the experimenter. Some of these aforementioned results (i.e., teacher reports and reading mood and motivation) were age / grade dependent. The results imply that dog assisted reading programs may benefit the number of words read per minute, reading motivation, and mood of children with dyslexia, but not reading comprehension.

Latent Profiles of Reading Motivation in Adolescent Native-Spanish-Speaker Multilingual Learners

Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.

Validation of the Preschool Reading Attitude Scale in Young Chinese Children: A Longitudinal Study

The present study validated the Preschool Reading Attitude Scale (PRAS) using a longitudinal sample of young Chinese children in Hong Kong (N = 197; age: mean [SD] = 52.38 [3.32] months at the first wave of assessment). Children were asked to rate their own attitudes toward reading in a Likert format with pictorial aids, and received individual assessments of literacy skills. Parents rated children’s interest in reading activities. The results showed that a two-factor model featuring institutional reading attitude and global reading attitude fitted the data the best. The two subscales demonstrated acceptable internal consistency reliabilities and satisfactory convergent correlations with parent-report child reading interest. In terms of the relation between attitudes and performance, child-reported institutional reading attitude was positively associated with receptive vocabulary and word reading concurrently and longitudinally. Moreover, this study provided evidence for the stability of the PRAS and weak measurement invariance across the two-year period. The results suggest that the PRAS is a reliable, valid, and developmentally suitable instrument.

Impacts of parents and reading promotion on creating a reading culture: Evidence from a developing context

Although the government has made an effort to encourage reading, a Vietnamese person only reads four books per year on average. As low reading culture might hinder Vietnam’s pursuit of a knowledge-driven economy, this paper examines the relationship of students’ reading attitudes with gender, reading promotion activities, parents’ involvement. A dataset of 4966 secondary students in Northern Vietnam was used. The Bayesian method was employed to analyze the relationship between students’ reading attitudes and the following factors: their gender, reading promotion activities, parents’ involvement. The findings suggest that female students show more interest in reading than male students. Shared reading between parents and children positively correlates with students’ reading attitudes while buying books for children does not. All types of activities and services promoting reading habits positively correlate with students’ attitudes towards reading activities. Among the four examined services (storytelling contests, story-writing contest, book exhibition, and drawing book illustration), storytelling contest shows a strong association with reading attitudes while drawing book illustration has the weakest impact on reading attitudes.

Pre‐service teachers' reader profiles: stability and change throughout teacher education

BackgroundConsidering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rather large group of pre‐service teachers starting teacher education with a negative reading attitude, this study used a person‐centred approach to examine the development of pre‐service teachers' reading attitude throughout teacher education and how it relates to their perceived reading ability and reading behaviour.MethodsIn a sample of 128 pre‐service teachers, cluster (movement) analysis was executed at the start of teacher education and near graduation to identify different reading attitude clusters and possible changes throughout teacher education. A distinction between purpose (recreational vs academic) and context (personally vs socially oriented) was made when assessing reading attitude components.ResultsThree reading attitude profiles (i.e., personally oriented, socially oriented and low attitude) were corroborated at both measurement occasions. Cluster movement analysis identified that the majority remained in the same profile over time (53–62%). When pre‐service teachers did switch profile, they most likely evolved towards the personally‐ or socially‐oriented profile (reading as a mere personal activity vs willing to interact about reading, respectively). Convergent validity evidence was found in that pre‐service teachers in the low‐attitude profile (24%) were least likely to read and perceived themselves as least competent in reading. They further appeared to be least willing to invest in reading promotion in their future school(s) of all profiles.ConclusionsIt may be worrisome that about one fourth of the pre‐service teachers in this sample enters the profession with a rather negative reading attitude. Encouragingly, the majority of pre‐service teachers either retained or increased their positive reading attitude throughout teacher education.HighlightsWhat is already known about this topic Differences in reading attitude are related to differences in reading behaviour and perceived reading ability. There is a declining trend in primary and secondary school students' reading attitude, starting at the end of primary school. Nearly half of all pre‐service teachers start teacher education with a negative reading attitude. What this paper adds Person‐centred movement analysis provided a basis to map the stability and change of pre‐service teachers' reading attitude profiles' throughout teacher education. Pre‐service teachers' reading attitude remains rather stable throughout teacher education and is related to reading behaviour and perceived reading ability. Almost one fourth of the pre‐service teachers graduate with a quite negative reading attitude. Implications for theory, policy or practice The urgency to address reading attitude more adequately in teacher education and to attend more closely to pre‐service teachers' individual differences in reading attitude. The importance of using a longitudinal approach to gain insight into reading attitude development throughout teacher education and preferably also during the first crucial years in the profession. This longitudinal study could be a possible step in the process of (re)designing teacher education programs and continuing professional development trajectories in relation to reading attitude.

A University Literacy Festival: The Impact of Connecting Children’s Authors with Students, Teachers, and Librarians from Title I Schools

A literacy festival is one of the most effective ways to promote reading and fosters the idea that books make a difference, especially to under-supported students. This paper is based on a research study that focused on how a university literacy festival supported engagement and increased reading attitudes and habits for students of Title I schools. It also explores a longitudinal study that analyzed a university’s literacy festival and its impact on students, librarians, teachers, children’s authors, teacher candidates, and librarians from Title I schools in southwest Florida. The findings of this study suggest that a university literacy festival helps connect children with books, which can help promote a lifelong love of reading and writing. A university literacy festival featuring a variety of diverse authors presenting interactive workshops showcasing their literary craft enabled students from Title I schools to engage with the authors and to see themselves as writers and encouraged them to explore a university in their own backyard. This university literacy festival made a positive impact in the area of engagement in reading and found an increase in reading from students from Title I schools that attended the event. Keywords: literacy festival, children’s authors, Title I students, teacher candidates, reading

THE RELATIONSHIP BETWEEN STUDENTS' READING ATTITUDE WITH THE RESULT OF READING COMPREHENSION

Reading is a very important activity to get abundant information and add new knowledge. As students, reading activities have a very dominant role because they are required to be more scientific and rational in giving opinions or providing information both in oral and written. Besides, students' attitudes towards reading also have an important role. This study focused on their English reading comprehension and attitudes towards reading in English. This study aims to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. Data was collected by distributing questionnaires and reading comprehension tests for students of STKIP PGRI Jombang in the English Education Study Program. The Pearson Coefficient Product Moment is used to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. From the results found from the SPSS 16 application with a sample of 63 students in the 2019 class, there is a correlation of 0.478. These result indicates that students' reading attitudes are positively related to their reading comprehension. Thus, students must continue to read to improve their English reading skill.

THE INFLUENCE OF ENGLISH READING ATTITUDE ON STUDENTS’ READING COMPREHENSION

Attitude in reading the English texts drives students to have enjoyable or unpleasing reading practice and affects the final result. This study intended to look for the influence of English reading attitude along with its aspects on students' reading comprehension. It also attempted to figure out which aspect of reading attitude contributed to reading comprehension. This study was conducted using correlation method. The population was the tenth grade students of an Islamic Senior High School in Palembang. The total sample participated was118 students selected by using cluster random technique. The data collection technique used reading attitude questionnaire and reading comprehension test. After analyzing the data using correlation and regression analysis, it was found that there was a significant correlation between reading attitude and reading comprehension. Though the correlation was in low category, reading attitude gave contribution to reading comprehension. For the aspects of reading attitude, cognitive attitude, negative affect, and self-assessment significantly correlated to reading comprehension. However, only negative affect showed its contribution. It indicates that English reading attitude influenced reading comprehension in positive way but only in small portion. Students could recognize the importance of reading English text for their language improvement and future success. However, poor reading comprehension skill obstructed them to have more practice in reading. The negative feelings about reading materials block students to achieve comprehension on the subject matter. Keywords : reading attitude, reading comprehension

The Analysis of the Current Situation of College Students’ English Reading Affection: Taking the Non-English Major Freshmen of Taishan University as an Example

With the definition of the concept of English reading literacy, reading affection has become an important topic in English reading research. Reading affection is an important regulatory factor in the reading process, which directly affects the quality and effect of reading. In this study, 143 non-English major freshmen from Taishan University were sampled to implement an English reading affection questionnaire survey, and the current situation of learners’ English reading affection was analyzed from the three dimensions: reading attitude, affective experience and value evaluation. The survey results show that college students have a certain affective attitude towards English reading, but the overall positive affection needs to be improved.

The Reading Attitudes and Ethical Sensitivity of Nursing Students*

The Reading Attitudes and Ethical Sensitivity of Nursing Students*

A Comparative Analysis of the Reading Comprehension Levels and Reading Attitude Skills of Gifted and Nongifted Fifth Grade Students

Gifted children differ from their nongifted counterparts in that they show different ways of thinking, maintain higher levels of attention, manifest advanced cognitive skills, and enjoy researching and exploring (Clark, 2012). These differences are also reflected in their attitude to reading and reading comprehension skills. Regarding this, the current study aims to examine the reading attitudes and reading comprehension skills of a group of gifted and nongifted fifth grade students. The participants of the study comprise of 401 children (168 gifted, 223 nongifted). Data for the study were collected through the Personal Information Form designed by the researchers, the Reading Comprehension Test prepared based on the questions in the Free Boarding and Scholarship Examination for the Fifth Graders administered by the Ministry of Education, and the Reading Attitude Scale developed by Karahan (2018). Data were analyzed with SPSS 24.0 program (independent sample t-test, one-way analysis of variance [ANOVA], and pearson correlation analysis). The findings of the study indicate that gifted students’ reading comprehension skills differ significantly from those of the nongifted, which shows that gifted students have higher levels of reading comprehension than their nongifted peers. Considering the variables including gender, pre-school education, and time allocated for daily extracurricular reading, a significant difference was found among the gifted students who allocated two or more hours for daily extracurricular reading. That is, the students in this group showed higher reading comprehension skills than the others. However, no significant difference was found between reading attitude and time allocated to extracurricular reading for the gifted. Similarly, no significant difference was observed between extracurricular daily reading duration and reading comprehension skills for the nongifted participants. While a significant difference was observed between the pre-school education status of the nongifted female students and their reading comprehension skills and reading attitudes, no significant difference was found for the nongifted male students. No significant difference was observed between the reading attitudes of the gifted students and their reading comprehension skills. However, a significant difference was observed between the nongifted students’ reading attitudes and reading comprehension skills.

Effects of Development and Application of Single ladder Graphic Organizer Program on Summary Skills and Reading Attitude of Low-Achieving Middle School Students

Effects of Development and Application of Single ladder Graphic Organizer Program on Summary Skills and Reading Attitude of Low-Achieving Middle School Students

A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading

ABSTRACT Despite the numerous lifelong benefits associated with continued leisure reading, adult reading habits are steadily declining (Statistics Canada, 2019). The purpose of this study was to understand how the recalled childhood home reading environment, and the associated psychological need-satisfaction, were related to young adults’ leisure reading beliefs and practices. Based on Self Determination Theory (Ryan & Deci, 2017), we used recalled basic psychological need-satisfaction during parent-child shared reading experiences as a reflection of the degree of intrinsic reading motivation support. We collected data from 214 Canadian young adults (age 18–29). Almost all participants reported some degree of leisure reading. Moreover, we found that home reading environment may significantly contribute to the development and reinforcement of positive reading attitudes, identities and habits. Basic psychological need-satisfaction only partially mediate the relationship between home reading environment and current reading identity. These results are discussed in terms of implications for both researchers and parents.

Parental Influences on Children’s Oral Health Behaviors, Reading Behaviors, and Reading Attitudes Associated with the Sharing of a Digital Story from the eBook for Oral Health Literacy© Curriculum

This study investigated the relationships between parents and their children on oral health behaviors, reading behaviors, reading attitudes, and liking perceptions of one chapter from an eBook curriculum intervention. A Qualtrics platform was used to survey 316 parent-child dyads across the United States before and after the shared reading of one chapter from the eBook for Oral Health Literacy© entitled “Setting Goals for Going to the Dentist”. Participants answered 75 questions about their teeth brushing and flossing behaviors, number of cavities, how often they visited libraries and bookstores, enjoyment of reading, and perceptions (liking) of the words and pictures of the chapter that they read and heard. Statistically significant relationships were found between parents and their children on oral health behaviors (?2 = 49.12, p < 0.001); reading behaviors (?2 = 10.4, p < 0.01), reading attitudes (?2 = 8.773, p < 0.01), and perception (liking) of the eBook chapter that they read and heard (?2 = 113.813, p < 0.01). Results from 301 parent-child dyads point to the importance of social modeling that parents play in the development of their children’s oral health behaviors, reading behaviors, and reading attitudes. Testing of additional chapters from the eBook intervention is warranted.

A Validation of the Chinese Motivation for Reading Questionnaire

This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.

Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class

The aim of this study was to examine the effect of augmented reality-based reading activities on reading comprehension, reading motivation, attitude towards reading and class participation of fourth grade elementary students, and to obtain the students’ views regarding this. The research was conducted with 54 fourth grade students attending two different classes of a state school with a medium socioeconomic level located in the city centre of the province of Kars during the autumn semester of the 2018-2019 academic year. The quantitative dimension of the study, in which a sequential explanatory mixed design was used, was carried out with a quasi-experimental design with pretest-posttest control group. In the qualitative dimension, however, opinions were obtained by means of semi-structured interviews following the implementation. The semi-structured process lasted for a total of 7 weeks, including a 1-week awareness programme and a 6-week implementation, and during this period, the implementation, which was related to augmented reality-based reading exercises, was carried out with the experimental group. In the control group, however, instruction based on the standard Turkish subject curriculum was carried out. The findings obtained from the quantitative dimension of the study revealed that there was a significant difference between scores of the experimental and control groups in reading comprehension, attitude towards reading, reading motivation and class participation, in favour of the experimental group. Moreover, in the qualitative dimension of the study, the interviewed students in the experimental group generally expressed positive views related to the augmented reality-based reading exercises. The students stated that they were able to use augmented reality easily, and that it had real-like, three-dimensional, entertaining and participative features. Furthermore, the students reported that as well as reading comprehension and reading attitude, it had an effect on their thinking skills, academic development and communication skills.