Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to investigate whether children's attitudes toward
reading and their perceptions of themselves as readers impacted their academic
achievement. Additionally, the study investigated the effect oftime spent reading and
reading practice on student achievement. Finally, the research examined whether reading
attitudes and reading practice were moderated by gender or ethnicity.
Participants included 63 third-grade students in a Title I Elementary School.
Students were administered a questionnaire to collect evidence of their reading
preferences and their reading practices. In addition, students kept reading logs as a
measure of what they read and how often they read. The data collected were correlated to
students' reading achievement scale scores on the Florida Comprehensive Assessment
Test (FCAT).
The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores
and a positive correlation between the reading attitude item, how well do you think you
read, and FCA T Scale Scores.
In the examination of the moderation effect for gender, there was a positive
correlation for the reading attitude item reading is important and FCA T Scale Scores for
males. The examination of the moderation effect for ethnicity indicated a negative
correlation between talking about reading and FCAT Scale Scores for White students.
reading and their perceptions of themselves as readers impacted their academic
achievement. Additionally, the study investigated the effect oftime spent reading and
reading practice on student achievement. Finally, the research examined whether reading
attitudes and reading practice were moderated by gender or ethnicity.
Participants included 63 third-grade students in a Title I Elementary School.
Students were administered a questionnaire to collect evidence of their reading
preferences and their reading practices. In addition, students kept reading logs as a
measure of what they read and how often they read. The data collected were correlated to
students' reading achievement scale scores on the Florida Comprehensive Assessment
Test (FCAT).
The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores
and a positive correlation between the reading attitude item, how well do you think you
read, and FCA T Scale Scores.
In the examination of the moderation effect for gender, there was a positive
correlation for the reading attitude item reading is important and FCA T Scale Scores for
males. The examination of the moderation effect for ethnicity indicated a negative
correlation between talking about reading and FCAT Scale Scores for White students.
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