To investigate the reading attitudes and reading behaviors of middle school students over time, the researchers administered two instruments to the same 164 students early in their sixth, seventh, and eighth grade years. By responding to the Teale-Lewis Reading Attitude Scales, students reported their general attitude toward reading and the values that they placed upon reading for three distinct purposes: Individual Development, Utilitarian, and Enjoyment. By responding to the Reading Behavior Profile, they reported their current levels of voluntary reading activity.Data confirmed that students' general reading attitudes and their frequency of voluntary reading declined during the three-year period and that a statistically significant positive relationship existed between the students' reading attitudes and their reading behaviors. The values
In order to study the patterns of reading attitude internalization among gifted learners, the authors administered the Mikulecky Behavioral Reading Attitude Measure (MBRAM) to 399 gifted seventh and eighth grade students. Although the data revealed that the reading attitudes of gifted subjects were generally positive, nearly twice as many subjects were classified at the two lowest stages of attitude internalization (attending and responding) than were classified at the two highest stages (organization and characterization). Nearly 10% of the students did not meet the criterion for even the lowest stage. Differences by sex were statistically significant, (females had better reading attitudes) but differences across stages by grade were not.
Rowsey and Ley asked undergraduate students in education and engineering to estimate the mean salaries for four groups: beginning teachers in Alabama, all teachers in Alabama, beginning teachers in the United States, and all teachers in the United States. Although estimates made by prospective engi neers were generally more accurate than were those made by prospective teachers, both samples underestimated mean salaries for all but one group, be ginning teachers in the United States. Males in both samples generally sub mitted more accurate estimates than did the females. Prospective teachers indi cated that non-salary benefits, such as personal satisfaction of teaching and ad vantages of the school calendar, were important aspects in their decisions to become teachers. Of the engineering students who had once considered teaching, most reported that low salary was the primary reason they did not pur sue a career in education.
Research into different facets of reading attitudes is sparse. Further investigation is needed to determine if reading achievement is linked differentially to the various dimensions of reading attitudes. The purpose of the study was to investigate the predictability of academic achievement in a teacher preparatory course in reading methods from scores on the American College Testing Program (ACT) and the Teale-Lewis Reading attitude Scales. The original sample of 48 undergraduate students was replicated with a separate sample of students. Employing multiple regression models with the midterm exam criterion resulted in the finding that together, the ACT and the Teale-Lewis were effective predictors of achievement.
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