scholarly journals Elementary Schoolers’ Attitudes toward Reading in English: How Boys Feel Relative to Girls

2016 ◽  
Vol 9 (6) ◽  
pp. 134 ◽  
Author(s):  
Ratnawati Mohd-Asraf ◽  
Hazlina Abdullah
Keyword(s):  
Second Language ◽  
Gender Gap ◽  
Reading Attitudes ◽  
Reading Literacy ◽  
Elementary Reading ◽  
Attitudes Toward Reading ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Academic Reading ◽  
Positive Attitudes

<p>This paper describes the results of a study that examined the attitudes of Malaysian primary school boys and girls toward reading in English as a Second Language. Using the Students’ Reading Attitude Survey, which the researchers adapted from McKenna and Kear (1990) Elementary Reading Attitude Survey, 2,666 responses were analysed using the non-parametric Mann-Whitney U test. The findings reveal that the students had positive attitudes toward recreational and academic reading in English as a second language, but that the girls scored significantly higher on all the dimensions of reading attitudes compared to the boys. The results provide some insights into the gender gap between boys and girls in reading literacy.</p>

scholarly journals The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

2017 ◽  
Vol 10 (12) ◽  
pp. 37
Author(s):  
Amel M. Al-Adwani ◽  
Anaam Al-Fadley
Keyword(s):  
Quantitative Research ◽  
Arab World ◽  
Smart Device ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Academic Reading ◽  
Positive Attitudes ◽  
Negative Effect ◽  
Research Findings ◽  
Mean Differences

The current study is a quantitative research that examined the mean differences of the students’ attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students’ Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5th grade showed more positive attitude toward reading than those of the 6th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

THE ELEMENTARY READING ATTITUDE SURVEY: FACTOR INVARIANCE ACROSS GENDER AND RACE

2004 ◽  
Vol 25 (2) ◽  
pp. 111-120 ◽  
Author(s):  
RICHARD KAZELSKIS ◽  
DANA THAMES ◽  
CAROLYN REEVES
Keyword(s):  
Elementary Reading ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Gender And Race ◽  
Factor Invariance

scholarly journals Attitudes of Youth Toward Reading Before and After a Motivational Project

2021 ◽  
pp. 3-37
Author(s):  
Shirley A. Fitzgibbons
Keyword(s):  
Reading Attitudes ◽  
Reading Programs ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Recreational Reading ◽  
Specific Reading ◽  
Before And After ◽  
Student Reading ◽  
The Impact ◽  
Evaluation Project

As part of an evaluation project assessing the impact of a specific reading motivation program in 30 schools (20 elementary, 10 middle), a longitudinal study of student reading attitudes was conducted using the nationally-tested Elementary Reading Attitude Survey instrument. The instrument tested both attitudes toward recreational reading and school reading. The results have implications for types o reading programs as well as book access and use of libraries.

Differential Effects of Whole Language and Traditional Instruction on Reading Attitudes

1995 ◽  
Vol 27 (1) ◽  
pp. 19-44 ◽  
Author(s):  
Michael C. McKenna ◽  
Beverly D. Stratton ◽  
Martha C. Grindler ◽  
Stephen J. Jenkins
Keyword(s):  
Whole Language ◽  
Reading Attitudes ◽  
First Grade ◽  
Traditional Schools ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Basal Group ◽  
Main Effect ◽  
Language School ◽  
And Gender

This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1–5, N=485) and children in two traditional schools (Grades 1–5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1–5 ( N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new whole-language setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second whole-language school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.

scholarly journals The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

2015 ◽  
Vol 8 (12) ◽  
pp. 98 ◽  
Author(s):  
Marwan Yahya Al-Shawesh ◽  
Supyan Hussin
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Descriptive Statistics ◽  
Computer Assisted ◽  
Attitudes Toward Reading ◽  
Reading Attitude ◽  
Learning Skills ◽  
Positive Attitudes ◽  
Efl Students ◽  
Qualitative Analyses

<p>Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students’ reading attitude towards reading English materials. To achieve this objective, the data was collected from pre-and post-questionnaires of reading attitude. Additionally, the data was collected based on an interview and an observation. 20 students selected purposively from level one of an English proficiency course, Department of English, Faculty of Arts, Ibb University, Yemen in this study. All participants answered the pre- and post- reading questionnaires, and five of them were further interviewed. The study used both quantitative and qualitative analyses of the data including descriptive statistics of the responses from the questionnaires and thematic analysis of responses from the interviews. The results revealed that all participants showed their positive attitudes toward reading English materials especially after they joined the class of reading via CAREY program. In addition, it was found that CAREY program positively affected the participants’ attitudes towards reading English materials.</p>

scholarly journals Reading attitude scale: The reliability and validity studyOkuma tutum ölçeği: Geçerlik ve güvenirlik çalışması

2015 ◽  
Vol 12 (1) ◽  
pp. 1143 ◽  
Author(s):  
Orhan Çakıroğlu ◽  
Mehmet Palancı
Keyword(s):  
Reliability And Validity ◽  
Reading Attitudes ◽  
Internal Consistency Reliability ◽  
Attitude Scale ◽  
Measurement Tool ◽  
Reading Attitude ◽  
Turkish Version ◽  
Academic Reading ◽  
Two Factors ◽  
Time Reading

<p align="left">The purpose of this study was to examine the adaptation, reliability and validity of a “reading attitude scale” that was developed by McKenna and Kear (1990) to determine the reading attitudes of students.  The study was conducted with 318 students attending to 5<sup>th</sup>,6<sup>th</sup>,7<sup>th</sup>, and 8<sup>th</sup> grades in Trabzon. The scale includes 20 items and two factors called as leisure time reading and academic reading. The analyses were conducted in SPSS 20.0 and AMOS v.22. The final Turkish version of the scale included 20 items and two factors as it was in the original scale. The internal consistency reliability of the scale was 0.84 and 0.78 according to test-retest analysis. This is the first study that examines the reliability and validity of the Turkish version of the scale by using advanced statistics to determine the psychometric characteristics of the measure. Based on the study findings, the Reading Attitude Survey is a practical, feasible, and an understandable measurement tool.</p><p align="left"><strong>Özet</strong></p><p align="left">Bu çalışmanın amacı, öğrencilerin okumaya yönelik tutumlarını belirlemek amacıyla Mckenna ve Kear (1990) tarafından geliştirilmiş olan “Okumaya Yönelik Tutum Ölçeği”nin (OTÖ) uyarlama, geçerlik ve güvenirlik çalışmasını yapmaktır. Araştırmanın çalışma grubunu Trabzon ilinde eğitim görmekte olan ve 5.6.,7., ve 8. sınıfa devam eden toplam 318 öğrenci oluşturmuştur. Veriler SPSS 20.0 ve AMOS versiyon 22 paket programlarıyla yapılmıştır. Ölçek orijinaline uygun madde sayısında ve faktör yapısında oluşmuştur. DFA uyum indeksi ve madde faktör dağılımları istatistiksel olarak beklentilere uygun açığa çıkmıştır.   Ölçeğin güvenirlik katsayısı iç tutarlılık yöntemi ile 0.84 test-tekrar test yöntemiyle 0.78 olarak hesaplanmıştır. İlk kez bu kapsamda ileri veri analizleri ile incelemesi gerçekleştirilen aracın psikometrik özelliklerinin kullanılmaya elverişli geçerli ve güvenilir olduğu tespit edilmiştir.  Okuma Tutum Ölçeği’nin pratik, kullanım ve anlaşılması kolay kullanışlı bir ölçme aracı olduğu değerlendirilmektedir.</p>

Elementary Reading Attitude Survey--Adapted Version

2019 ◽  
Author(s):  
Pascale Nootens ◽  
Marie-France Morin ◽  
Denis Alamargot ◽  
Carolina Gonçalves ◽  
Michèle Venet ◽  
...  
Keyword(s):  
Elementary Reading ◽  
Reading Attitude ◽  
Attitude Survey

scholarly journals The validity of Cloze Oriented System (COS): a correlation study with an electronic comprehension test and a reading attitude survey

2007 ◽  
Vol 11 (spe) ◽  
pp. 49-57 ◽  
Author(s):  
Maria Cristina Rodrigues Azevedo Joly
Keyword(s):  
Program Comprehension ◽  
Correlation Study ◽  
Reading Attitude ◽  
Recreational Reading ◽  
Attitude Survey ◽  
Academic Reading ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Oriented System

This study aimed to analyze the efficiency of the Cloze Oriented System (COS) considering its relation with reading attitude and its validity. The Electronic Program Comprehension (EPC) for students from K1 to K4 based on the COS parts of stories from the Brazilian Children's literature was applied in eighteen class-hours. The 40 subjects, ten in each grade, of both genders aged 7 to 11 years, were evaluated before and after the EPC with a Cloze test. They answered the Elementary Reading Attitude Survey too, in a printed protocol adapted to Portuguese, to evaluate the reading attitude of the students and the influence of the EPC in the academic and recreational reading. The results showed that the performance in reading comprehension of all the subjects was higher after taking part in the EPC, and also had significant differences in reading attitude, according to the results of the T of Wilcoxon statistic test. A correlation between comprehension performance before and after the EPC and the reading attitude was verified. There was significant difference for academic reading attitude in the post-test between proficient readers and the one's that has low skill.

Sign in / Sign up

Export Citation Format

Share Document