Student Attitudes Toward Reading: A Case Study

The Reading Teacher, 2013

The Motivation to Read Profile (MRP) is a public-domain instrument designed to provide teachers with an efficient and reliable way to assess reading motivation qualitatively and quantitatively by evaluating students' self-concept as readers and the value they place on reading. The MRP consists of two basic instruments: the Reading Survey (a Likert-type, self report, group-administered instrument), and Conversational Interview (which is administered on an individual basis). Item selection for the MRP was based on a review of research and theories related to motivation and included an analysis of existing instruments designed to assess motivation and attitude toward reading. The Reading Survey instrument can be administered to an entire class, a small group, or an individual, while the Conversational Interview is designed to be conducted on an individual basis. Information derived from an analysis of the results of the MRP can be used to plan instructional activities that will support students in their reading development. (Contains 36 references. Appendixes present the Reading Survey, the Conversational Interview, teacher directions for both instruments, scoring directions for the Reading Survey, and a scoring sheet.) (RS)

1980

A reading program's effectiveness can be assessed by investigating skills improvement together with attitude improvement. Frequently, teachers make questionable assumptions about student reading attitudes. To provide educators with a more accurate picture of students' expressed feelings, students' attitudes toward reading should be measured with formal assessment techniques. After reviewing the nature of reading attitudes, various attitude measurement techniques are described, such as Likert scales, the Guttman cusulation technique, the semantic differential, interviews, and observation rating scales. A source book of 14 reading attitude instruments is appended. (Authcr)

Learning Disability Quarterly, 2020

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

1990

This final report of a reading instruction study examined teachers' use of research-based practices when teaching reading comp_3hension, as well as the barriers that prevent teachers from using such practices. Six schools in two school districts in a southwestern urban area were selected for intensive-study; 39 teachers of grades 4-6 participated. The report also developed and tested a school-based staff development process designed to change teachers' practices in reading comprehension instruction. Chapters of the study are titled: (1) "Introduction and Rationale"; (2) "Research Methodology and Site"; (3) "Research-Based Teaching of Reading Practices"; (4) "Teachers Reading Comprehension Instructional Practices"; (5) "Teacher Beliefs and the School Context: Factors Affecting Teacners' Use of Research-Based Practices"; (6) "The Staff Development Process and its Effects"; (7) "Implications of the Staff Development Program for Student Lee' ning"; and (8) Conclusions." The report concludes tIlat research shoLLd provide practitioners not just with findings in the form of activities or behaviors that "work," but ways of thinking and empirical premises related to teaching and learning. The report also concludes that opportunities should be created to allow teachers to interact and maintain conversations around standards, theory, and classroom activity. Sixteen pages of references are attached; extensive figures and tables of data are included. The appendixes include a six-page list of syntheses ant reviews of comprehension teaching practices; an outline of reading comprehension practices researched in the literature; evaluation instruments, survey instruments, and interview questions; and detailed case studies of five schools where research was conducted.

Reading Research and Instruction, 2004

Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.

Journal of Literacy …, 2009

Cognizance Journal of Multidisciplinary Studies (CJMS), 2023

In the field of literacy education, educators employ strategy-based instructional methods to tailor their approaches for diverse reading types. This study explores the effectiveness of such methods in improving students' comprehension proficiency and assesses teachers' perceptions of their success. The investigation aims to measure the impact of strategy-based education on reading comprehension, delving into its role as a catalyst for heightened proficiency among students. Additionally, it examines teachers' perspectives on the efficacy of these methods in fostering comprehensive understanding. Rooted in existing literature, the research builds upon the assumption that strategy-based instruction significantly contributes to enhancing reading abilities. Drawing on prior studies, including one focused on basic education learners, this research investigates the advocacy for instructors to use strategy-based approaches in teaching reading to enrich comprehension. The literature review indicates that strategy-based instruction is not only effective but also enjoyable for teachers to implement in the classroom. Previous study results suggest that this approach aligns with pedagogical objectives and serves as an engaging tool for educators, promising a positive impact on students' reading abilities. As the study unfolds, it seeks to augment the existing knowledge base by providing empirical evidence on the success of strategy-based instruction in reading comprehension. This contribution aims to solidify its standing as a valuable pedagogical approach, offering educators a promising avenue for enhancing students' reading abilities in a diverse and nuanced learning environment.

International Research Journal of Management and Social Sciences

The study investigated the Effect of guided reading strategies on the motivation of the students to increase reading skill of elementary level students in the subjects of English. The major objectives of the study were as follows: (i) to find out effectiveness of motivation before reading.(ii) To find out effectiveness of motivation during reading. (iii) to find out effectiveness of motivation after reading. This study was experimental in nature and the posttest only equivalent groups design was used. The population of the study constituted all the elementary school students studying English in grade three. A group of sixty students of grade three with equal reading difficulties was selected as the sample of the study through purposive sampling from Govt girl’s higher secondary school Attock oil refinery (AOC). The sample students were further divided into experimental and control groups through random sampling technique. Motivation to Read Survey scale” was used for the collection ...