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A Longitudinal Investigation of Reading Attitude Development from Childhood to Adulthood
Abstract
Few studies exist regarding the development of reading attitude from childhood to adulthood. These studies consist of cross-sectional designs that mask true developmental changes. The present study examined longitudinally the development of reading attitudes among a group of 84 individuals, many of whom were followed over nearly 40 years. Reading attitude measures were given in (a) 1st, 6th, 9th, and 12th grades, (b) 5 years following high school graduation, and (c) either 21 or 26 years following high school graduation. A multiple regression analysis was used to determine which of the childhood and early adult attitude measures best predicts adult attitude. The results showed that the early adult measure accounted for one third of the variance on the adult attitude measure. Although childhood measures seem to be poor predictors of adult attitude, there was evidence of stability in reading attitude over time.
... Okuma tutumu bunlardan birisidir. Okumadan kaçınmamızı ya da okuyacaklarımıza yakınlık göstermemizi sağlayan olumlu/olumsuz hislerdir (Alexander & Filler, 1976;Smith, 2001). Okuma tutumu, okumada duyuşsallığın önemine dikkat çeken ve okuduğunu anlamayı etkileyen kavramlardan biridir (Dwie Agustiani, 2017;Pamuji, 2015). ...
... Reading attitude draws attention to the importance of affectivity in reading and affects reading comprehension (Dwie Agustiani, 2017;Pamuji, 2015). In this respect, the feelings enable us to avoid what we read or show closeness to what we will read (Alexander & Filler, 1976;Smith, 2001). Reading comprehension is an important skill. ...
İlkokul öğrencileri okuduğunu anlama konusunda birtakım sorunlar yaşamaktadırlar. Bu sorunların altında çeşitli nedenler bulunmaktadır. İlkokul öğrencilerinin okumaya yönelik tutumları, okuduklarını anlamaları üzerinde etkili olan faktörlerden biridir. İlişkisel tarama modeliyle gerçekleştirilen bu araştırmada ilkokul öğrencilerinin okuduğunu anlama becerileri incelenirken okuma tutumu ile ilişkisi sorgulanmıştır. 2020-2021 öğretim yılında Van ilinde bulunan ilkokul dördüncü sınıf öğrencilerinden (147 kız, 126 erkek) basit tesadüfi örneklem yolu ile toplanan araştırma verilerinin analizinde tek yönlü MANOVA, Pearson korelasyon analizi kullanılmıştır. Araştırmada öğrencilerin okula yönelik tutumlarını ölçmek için ‘Okuma Tutumu Ölçeği’; okuduğunu anlama düzeylerini belirlemek için de ‘Okuduğunu Anlama Testi’ kullanılmıştır. Araştırma sonucunda; kız öğrencilerin okuduğunu anlama düzeyleri ve okuma tutumları daha yüksek çıkmıştır. Okul öncesi eğitim alan öğrencilerin, okul öncesi eğitim almayan öğrencilere göre okuma tutum düzeyleri daha yüksek çıkmıştır. Okuma tutumu ve okuduğunu anlama puanları arasında anlamlı bir ilişki çıkmamıştır.
... An important aspect of literacy is a person's reading attitude. Reading is a mindset, with feelings and emotions that make reading more or less likely (Cecil Smith, 1990). Motivation is the activation of behaviour. ...
... Nuttal (1996) defines reading as the meaningful interpretation of a printed or written symbol (Qanwal & Karim, 2014). Reading entails recognizing letters in order to recognize words in order to derive meaning from what is read, as well as making connections between the words and ideas presented in the text and the readers' own prior knowledge (Cecil Smith, 1990). Reading is a process of encoding and decoding thought and language by identifying letters to obtain meanings and reading is also a two-way interaction between the text and the reader (Tierney, 2005). ...
The aim of this research is to find out the role of DRTA and Reading Attitude in improving students’ reading comprehension. Quasi-experimental design was used to establish the effect of method and attitude on students’ reading comprehension. Four classes of management were selected ,and assigned as experimental and control group, The experimental group were taught using DRTA and control classes were taught using regular method. ANOVA was used to examine the influence of the main effects and interaction effects of method and attitude on students’ reading comprehension. The result indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. DRTA was more effective in improving reading comprehension. There was, however, no significant difference in students' reading comprehension based on their attitude. This study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. DRTA method was to be effective in students with low attitude, while the high attitude was more prone to conventional method.
... While most of the models and findings related to reading attitudes mentioned above are based on alphabetic languages, the reading attitudes of children who use a logographic language such as Chinese may not be the same due to the different characteristics between these two types of language (see "Hong Kong: A Bilingual Context" below for a detailed description of Chinese). Furthermore, previous studies measuring children's attitudes towards reading have mainly used questionnaires (e.g., Smith, 1990). Due to the heavy reading load imposed, this method may not have been suitable for the participants in the current study, who were children with dyslexia, due to the difficulties they have in reading and writing, and sometimes in verbal expression (Jin et al., 2013). ...
While extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was adopted in previous interview studies, has not yet been examined in children. Therefore, 30 children with dyslexia (age range: 8–13; 10 females) in Hong Kong were interviewed for metaphors regarding six domains: Chinese reading, Chinese writing, having Chinese lessons, English reading, solving maths problems, and dyslexia. Word reading fluency and parent-rated learning interest and confidence were measured to validate the use of the metaphor elicitation method in assessing children’s reading attitudes in both Chinese and English using correlation analyses. Perceptions were examined by way of qualitative analyses based on the metaphor entailments. Results showed that children who expressed more positive attitudes towards English reading performed better in English reading. Moreover, the attitudes also positively correlated with the corresponding parents’ ratings. These findings suggested that the metaphor elicitation technique is a valid method for assessing attitudes towards English reading in children with dyslexia. Furthermore, their perceptions of dyslexia and learning generally corresponded to those from previous interview studies despite differences in languages and contexts. Importantly, descriptions related to multiple themes, including metalinguistic awareness, cognitive skills, coping strategies, and dyslexia, were well-aligned with scientific findings, demonstrating that children already have a good understanding of dyslexia and various learning domains.
... Tracing back to 40 years ago, Alexander and Filler (1976) defined reading attitude as "a system of feelings related to reading which causes the learner to approach or avoid a reading situation" (p. 1, cited in Yamashita, 2007). With a focus on the reader's affect, Smith (1990) referred to reading attitudes as "a state of mind, accompanied by feelings and emotions that make reading more or less probable" (p. 215). ...
This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners’ reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were randomly assigned to the experimental and control treatment conditions. The experimental group received problem-based learning instruction, whereas the control group did not. The reading comprehension pre- and post-tests and the English active learning questionnaire were employed to collect the data. The Independent Samples t test yielded a significant difference between the 2 groups in the total score of the reading comprehension post-test, indicating that the PBL approach significantly improved the participants’ reading comprehension ability, and the PBL participants’ strategy use for identifying the subject matter and supportive details was better than that of their counterparts. The t-test results of the questionnaire showed that the PBL participants exhibited a significantly higher degree of active English learning attitude than the non-PBL participants in terms of motivation intensity and desire to learn English. There was a significantly positive correlation between reading comprehension ability and English learning attitude. Finally, instructional recommendations are presented.
... Specifically, Smith (1990) defines reading attitude as a desire accompanied by feelings and emotions to take on reading or not. Furthermore, Ajzen (2005) described reading attitude as feelings of like or dislike, agree or disagree with reading activities based on concepts and information that is known but is still readiness to do reading activities, whether someone will do reading activities or not to do. ...
... nin (2017) ilkokul ve ortaokul öğrencilerini örneklem grubu olarak belirlediği çalışmada da öğrencilerin okumaya yönelik tutumlarının yüksek olduğu belirtilmiştir. Okuma tutumu, okuma eyleminin az ya da çok yapılmasını olası kılan, heyecan ve duyguların eşlik ettiği algılama durumudur (Smith, 2015). Bireyin okumaya yönelik geliştireceği olumlu tutum, okuma alışkanlığı edinmesini de etkileyecektir. ...
Bu çalışmada, ortaokul öğrencilerinin okuma tutum ve alışkanlıklarıyla akademik başarıları arasındaki ilişkiyi incelemek amaçlanmıştır. Araştırmada veri toplama yöntemi olarak korelasyonel araştırma modellerinden “keşfedici korelasyon modeli” kullanılmıştır. Çalışmanın araştırma grubunu, 2020-2021 eğitim öğretim yılında Adıyaman merkez ilçesinde öğrenim görmekte olan 691 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen kişisel bilgiler formu, okuma alışkanlığı sormacası ve okuma tutumu ölçeği kullanılmış ayrıca öğrencilerin akademik başarılarını değerlendirebilmek amacıyla Türkçe, matematik ve fen bilimleri dersi dönem sonu not çizelgelerinden yararlanılmıştır. Araştırmanın verileri SPSS 25.0 programı kullanılarak çözümlenmiştir. Veriler çözümlenirken tanımlayıcı istatistiksel yöntemler kullanılmıştır. Verilerin normal dağılım gösterip göstermediğini belirlemek amacıyla normallik testleri, histogram, Q-Q grafiği ve kutu-çizgi grafikleriyle basıklık ve çarpıklık varyasyon katsayısı gibi dağılım ölçülerine bakılmıştır. Araştırmada ortaokul öğrencilerinin okuma alışkanlıkları ve okumaya yönelik tutumlarının yüksek düzeyde olduğu görülmüş; okuma alışkanlıklarıyla akademik başarıları arasında istatistiksel olarak anlamlı; okumaya yönelik tutumlarıyla akademik başarıları arasında da istatistiksel olarak anlamlı, olumlu yönlü ve çok düşük düzeyde bir ilişki olduğu bulgulanmıştır.
... Motivated by this broad construct of attitude, reading attitude has been also conceptualized as "a system of feelings related to reading which causes the learner to approach or avoid a reading situation" (Alexander & Filler, 1976, p. 1). Reading attitude is a mental situation involving affective aspects (i.e., feelings and emotions) influencing the reading comprehension outcomes (Smith, 1990). Reading attitude has been defined as a multi-dimensional construct including three main components of affect (emotion), cognition (thought and belief), and conation (intention for action) (Mathewson, 1994;McKenna, 1994;van Schooten, de Glopper, & Stoel, 2004). ...
The literature on foreign language reading instruction has witnessed a significant bulk of research reporting the effectiveness of strategy instruction in improving reading outcomes. However, few studies have investigated the effects of reading strategy instruction on reading affective variables among young English as a Foreign Language (EFL) learners. The aim of this study was to investigate the effect of teaching second language (L2) reading strategies on young Iranian EFL learners" reading self-efficacy and reading attitudes. To this end, a sample of 48 Iranian EFL learners, aged 11-13, was recruited through convenience sampling and randomly assigned to an experimental group (N = 25) and a control group (N = 23). Using a quasi-experimental design, the researchers employed an experimental group that received a 12-week reading strategy instruction and a control group that were taught with the regular method without any strategy instruction. The Reading Self-Efficacy Questionnaire (RSEQ) and Reading Attitude Questionnaire (RAQ) were administered to measure the reading self-efficacy and reading attitudes of the participants as pre-test and post-test of the study. The strategy instruction intervention for the present study was based on Cognitive Academic Language Learning Approach (CALLA). The findings of the study indicated that the learners in the experimental group significantly outperformed those of the control group in terms of L2 reading self-efficacy. However, it was revealed that there was no significant difference between the reading attitudes of the two groups at the end of the semester. Overall, it may be concluded that EFL practitioners can incorporate teaching of reading strategies into their classrooms in order to help learners to gain both confidence and competence to address reading tasks more effectively.
... By "naturalistic," we mean that people whose attitudes are under investigation do not receive a researcher-designed intervention intended to alter their attitudes, and any attitudinal shifts are a function of naturally occurring interventions or processes. Cecil Smith (1990) longitudinal investigation of people's reading attitudes from childhood to adulthood is an example of a study focused on what we refer to as attitude development. In contrast, the phrase "attitude change" is often used in the literature to describe an intentional process by which researchers try to alter participants' attitudes toward a given object via specific, targeted interventions (e.g., Petty & Cacioppo, 1986). ...
Students’ acceptance and use of feedback to improve their writing may be influenced by their attitudes toward receiving such feedback. In the present study, we investigated the trajectories of students’ attitudes toward receiving feedback on their writing from teachers and peers in Grades 3–7. Data were collected from 1,071 students in the fall of three consecutive academic years using a cohort-sequential design. Results indicate that students have a generally positive attitude toward receiving writing feedback by both peers and teachers at all grades. However, results of parallel process latent growth modeling suggest that these attitudes decline annually between third and seventh grade. Further, both trajectories seem to shift between fifth and sixth grade, suggesting different processes between Grades 3–5 and Grades 5–7. Finally, female students tended to like receiving feedback from teachers and peers more than their male peers.
This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that reading attitude could be further distinguished into the affective and cognitive components. These components of reading attitude along with reading self-concept were demonstrated to have differential relations with reading amount and achievement. Results also found significant relations between reading attitude and reading self-concept on one hand, and reading achievement on the other hand mediated by reading amount.
Kitaplarda metin dışında ancak metin ile ilişkili bir çok unsurda yer almaktadır. Bunlar kapak, kitap adı, resim, ön söz, son söz, içindekiler gibi unsulardır. Metin ile fiziksel olarak aynı ortamlarda bulunan ve metin ile ilişkili olan bu öğeler peritekstual unsurlardır. Peritekstler metni okumadan önce okuru içeriğe ulaştırırlar, okurun kitabı okuyup okuma kararını etkilerler. Bu çalışmanın temel amacı peritekstual okuma yapmanın ilkokul öğrencilerin okumaya yönelik tutumlarına etkisini araştırmaktır. Nicel araştırma yöntemi üzerine şekillendirilen çalışmada, yarı deneysel model kullanılmıştır. Araştırmanın çalışma grubu Tokat merkezde eğitime devam eden 52’si deney, 50’si kontrol grubu olmak üzere toplam 102 dördüncü sınıf öğrencilerden oluşmaktadır. Çalışmada veriler Okumaya Yönelik Tutum Ölçeği kullanılarak elde edilmiştir. Ölçeğin ön test sonucunda ise Cronbach Alpha kat sayısı .87 hesaplanmıştır. Veriler deney ve kontrol gruplarından ön test ve son test olarak toplanmış, hem grup içi hem de gruplar arası farklara bakılmıştır. Araştırma verileri SPSS 22 paket programı kullanılarak analiz edilmiştir. Verilerin gruplar arası ilişkileri Bağımsız Örneklem t-Testi ile grup içi ilişkileri ise Bağımlı Örneklem t-Testi ile analiz edilmiştir. Araştırma sonucunda peritekstual okuma ile okumaya yönelik tutum arasında istatistiksel olarak anlamlı fark bulunmuştur. Grup puanları incelendiğinde bu farkın deney grubu öğrencileri lehine olduğu görülmüştür. Bu sonuç ile peritekstual okuma yapmanın, öğrencilerin okumaya yönelik tutumlarını geliştirdiği tespit edilmiştir.
A major problem facing educators is the growth of higher level literacy demands required to compete in the workplace. This presents a problem for educators wishing to provide literacy training best suited to the literacy demands of the workplace. Several research studies have documented the nature of workplace literacy demands, but only a few have attempted to assess the relationship between literacy abilities and on-the-job performance. This study involved observing, interviewing, testing, and rating job performance of electronics technicians from three different employment levels (i.e., from training, experienced, and supervisory levels). Data were analyzed for differences between level of experience groups and the relationships of rated job performance to literacy-related factors. The subjects were 29 electronics technicians who volunteered from a technical school, a naval base, a major Fortune 500 electronics plant, and a small, local electronics plant. Job-related reading time averaged nearly two hours daily (104.3 minutes) and job-related writing added another half hour (32.6 minutes). Only 15 minutes of total reading time and only a minute of writing time were uninterrupted. Nearly all job-related literacy was problem solving in nature. Reading ability, as measured with job-related cloze tests, did not significantly correlate to job performance and could not discriminate electronics supervisors, experienced workers, and trainees. Metacognitive aspects of literacy did consistently and significantly correlate to job performance.
Typescript. Thesis (Ph. D.)--University of Wisconsin--Madison, 1988. Vita. Includes bibliographical references (leaves 246-271).
Various research designs employed in developmental psychology for the investigation of maturational and aging effects are examined. Discrepancies and contradictions in the conclusions derived from cross-sectional and longitudinal studies are consequences of the violation of assumptions implicit in these research designs. The conventional methods are shown to be special cases of a general model for research on behavior change over time. The properties of the general model are explicated and the assumptions for the customary designs are reviewed in the light of these properties. The complete model requires consideration of the components of age, time and cohort differences in the identification of developmental change. Both the longitudinal and cross-sectional methods in this context require strong assumptions which can rarely be met.
One hundred and thirty-four children in grades 1-6 were administered a reading altitude inventory to ascertain if altitudes changed as boys and girls progressed through the grades. Results indicated no altitude changes from grades 1-3 nor between grades 5 and 6. A difference was found between grades 4 and 5 that appeared attributable to a more positive attitude toward nonclassroom-type reading in grade 5. Sex differences approaching statistical significance favored girls; however, no interaction between sex and grade level were reported.
This study examines the job performance and job literacy strategies employed by 27 nurses during 8 hours of observed job performance for each nurse. Analysis revealed differences among nurses in training, experienced nurses, and supervisory nurses. Other significant differences were found in the job literacy strategies employed by superior as compared to adequately performing nurses. Major differences tended to reside in higher level critical applications of information rather than in reading test scores, amount of time reading on the job, or observed strategies employed by nurses.
Thesis (Ph. D. in Educational Policy Studies)--University of Wisconsin. Vita. Includes bibliographical references. Photocopy of typescript.
Typescript. Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. Vita. Includes bibliographical references.
Typescript (photocopy). Vita. Thesis (Ph. D.)--University of Wisconsin-Madison, 1976. Includes bibliographical references (leaves [141]-146). Photocopy.
An analysis of selected background factors of possible predictors and correlates of general life satisfaction among young adults from 10 rural Wisconsin communities. Unpublished doctoral dissertation
- M J Spencer