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The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of the nation’s students are not proficient readers. The vast majority of research examining reading proficiency and reading achievement has concentrated on the cognitive aspects of reading and the use of scientifically based reading interventions. However, there is a body of literature that suggests that reading achievement is related to attitudes toward reading. The purpose of this study was to determine the recreational and academic reading attitudes of a group of sixth-grade students and to determine if their attitudes toward reading were related to measures of their reading achievement. This study was guided by seven research questions and utilized three research designs. Descriptive research was used to answer research questions one and two which sought to determine the recreational and academic reading attitudes of the sixth grade students participating in this study. Causal comparative research was used to answer research questions three and four which compared measures of academic and recreational reading attitudes by gender and ethnicity. Research questions five, six, and seven were answered using correlational research to determine if measures of reading attitudes were related to the scores on the language arts portion of the MCT2. The results of data analyzed to answer the research questions revealed that overall the sixth grade participants in this study had reading attitudes that were less than positive. The results also revealed that males had reading attitudes that were more positive than females. The results of the analysis of reading attitudes by ethnicity revealed that African American students had higher measures of positive recreational reading attitudes than Caucasian students and the students in the other ethnic group while Caucasian students had higher measures of positive academic reading attitudes than African American students and students in the other ethnic group. The only significant relationship discovered between measures of reading attitude and MCT2 scores was a very weak relationship between measures of academic reading attitudes and the language arts section of the MCT2. The study concludes with recommendations for further research.

The purposes of this research were¡G¡]1¡^to uncover the present status about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of elementary school students;¡]2¡^to analyze the differentiation on reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement based on different background variables of students;¡]3¡^to realize the correlativity among reading motivation, reading attitudes and reading behaviors ;¡]4¡^to explore the predictability in elementary school students¡¦ Chinese academic achievement on their reading motivation , reading attitudes and reading behaviors; and¡]5¡^to offer feasible suggestions according to the results. This research adopted questionnaire method to collect information about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of students of public elementary school of Kaohsiung City. Questionnaires were given to 871 students of 28 classes from 14 schools and 848 of which were valid. Three major instruments, i.e. Reading Motivation Questionnaire, Reading Attitudes Questionnaire, and Reading Behaviors Questionnaire, were designed to collect data, which was later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, Pearson¡¦s product-moment correlation and Stepwise multiple regression. The major results were summarized as follows¡G 1. A majority of the students in Kaohsiung City ranked high on reading motivation and reading attitudes, yet low on reading behaviors. Chinese academic achievement of elementary school students varied on a large scale. 2. Provided different student background variables, i.e. sex, grade, and social economic status, there were significant differences on student¡¦s reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement, except reading behaviors on variable grade. 3. Significant correlations were found among students' reading motivation, reading attitudes and reading behaviors. 4. In general, the intrinsic motivation was the best predictor of Chinese academic achievement. In accordance with the results of this research, suggestions concerning aspects of the authorties, schools and parents were put forward. Follow-up studies were also proposed.

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本研究主要探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度之關係，主要研究對象為台北縣市公私幼稚園教師及該班五足歲幼兒。首先了解教室閱讀環境、教師閱讀態度及幼兒閱讀態度之現況，並進一步分析教師個人變項在教師閱讀態度及幼兒背景變項在幼兒閱讀態度得分上之差異情形；而後分別探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度間的相關性，並分析教室閱讀環境及其構面與教師閱讀態度對幼兒閱讀態度之交互作用的情形。 研究依據文獻探討之結果自編「幼稚園教室閱讀環境問卷」與改編「教師閱讀態度問卷」，並以Saracho所發展之「幼兒閱讀態度量表」做為研究工具，並利用問卷調查法來收集資料。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、Scheffe法事後比較、Tamhane’s T2檢定法事後比較、皮爾森積差相關、二因子變異數分析來分析，研究結果如下: 壹、 幼稚園之幼兒有良好的閱讀態度，女童閱讀態度較男童閱讀態度來的正向。 貳、 幼稚園教師普遍較有正向的閱讀態度，有閱讀習慣的教師較沒有閱讀習慣的教師有正向的閱讀態度。 參、 教室閱讀環境普遍良好，構面中「閱讀互動」的得分最高。 肆、 教室閱讀環境及其構面「閱讀空間及資源」、「閱讀課程與活動」與幼兒閱讀態度負相關。推測可能原因在於教師知覺與幼兒感受上的落差，使得教師認為已經提供了良好的閱讀環境，但孩子本身沒有從中獲得協助或樂趣，因此產生教室閱讀環境良好，但幼兒閱讀態度卻不佳的情況。 伍、 教師閱讀態度與幼兒閱讀態度沒有相關。 陸、 「教師閱讀態度」與「閱讀空間及資源」對幼兒閱讀態度有交互作用，當教師的閱讀態度較負向，閱讀課程與活動越好時，幼兒閱讀態度會越負向。 研究針對統計結果進行分析與討論，並對幼稚園教師及未來相關研究提供建議，期待能對幼兒閱讀態度在學校中的培養有所助益。 / The main purposes of this study was to (1) understanding the kindergarten classroom reading environments, teachers reading attitudes and young children reading attitudes；(2)explore the data of teachers reading attitudes between influencing factors and of young children reading attitudes between different backgrounds；(3)analyze the relationship between the kindergarten classroom reading environments and young children reading attitudes；(4)the relationship between teachers reading attitudes and young children reading attitudes (5)explore the total scores and sub-scores of the kindergarten classroom reading environments × teacher reading attitudes interaction. A total of 72 teachers and 292 five-year-old young children from kindergartens (both public and private schools) participated in this study in Taipei. To accomplish purposes of this study, the methods adopted were a questionnaire and measured the scales by the constructs：“The Kindergarten Classroom Reading Environments Scale”, “The Teacher Reading Attitudes Scale”, and “The Preschool Children Reading Attitudes Scale”. The data were analyzed by descriptive statistics. Cronbach α coefficient analysis, explorative factor analyses, T-test, one way ANOVA, Scheffe posteriority, Tamhane’s T2 posteriority Pearson’s correlation analysis and two way ANOVA through the use of SPSS12.0 for windows. The results were summarized as follows: 1. Young children in kindergartens had positive reading attitudes. Girls possessed statistically significantly more positive attitudes toward reading than did boys. 2. The teachers in kindergartens had positive reading attitudes. The teachers who had reading habits possessed statistically significantly more positive attitudes toward reading than did those didn’t have reading habits. 3. The kindergarten classroom reading environments are good, and especially in the aspect of reading interaction. 4. The kindergarten classroom reading environments and young children reading attitudes were statistically significantly negative relationship. 5. The teachers reading attitudes and young children reading attitudes won’t statistically significantly relationship. 6. The results showed significant outcomes for reading curriculum and activities × teacher reading attitudes interaction.

The purpose of this quasi-experimental study was to compare the effects of literature instruction using traditional methods to literature instruction using Reading Apprenticeship (RA) to determine if outcomes of attitude and achievement of students enrolled in World Literature courses are changed. Participants included 104 students from 1 junior college in a southeastern state. Of these 104 students, 68 were taught using a traditional method of instruction, and 36 were taught using the RA method of instruction. Students were administered the Rhody Secondary Reading Attitude Survey to determine attitude scores at the beginning of the semester and attitude scores at the end of the semester. In addition, the Accuplacer-Reading Comprehension Test was administered to assess students‘ reading achievement at both the beginning of the semester and at the end of the semester. To analyze the data, a repeated-measures MANOVA was used to determine if statistically significant differences were present in students‘ attitudes and achievement scores based on instruction type. Also, the repeated measures MANOVA was used to determine if there was an interaction between attitude and achievement scores. After analyzing the data that was collected, the results indicated a statistically significant difference between the attitude scores of students taught literature using traditional instruction and students taught literature using RA instruction. The attitudes of students who were taught World Literature through traditional instructional methods experienced little change, and the attitudes of students who were taught World Literature using the RA method significantly increased. The results of the achievement tests and the interaction were not statistically significant.

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Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers. / Educational Psychology

This research is concerned with an investigation into the factors relating to the reading habits of Indian secondary school pupils in the Phoenix area. It is important to acknowledge that among our youth there are both avid and reluctant readers during and after the period of formal education. It is the group of reluctant readers that has to be lured by the magic of reading. There is a remarkable variation in the reading habits of pupils from the same school. A self-designed questionnaire was administered to 544 boys and girls from standards 6, 7, 8, 9, and 10. The descriptive data available were then analysed and interpreted. The study revealed that the amount of time spent on reading and the number of books read (which together determined reading habits) by pupils was influenced by such factors as home, school, social environment, socioeconomic status, the influence of other media and the personal aspect / Psychology of Education / M. Ed. (Psychology of Education)