Elementary reading attitude survey (ERAS) scores in academically talented students

Worrell, Frank C.; Gabelko, Nina H.

doi:10.1080/02783190709554395

Cited by 30 publications

(19 citation statements)

References 12 publications

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“…Research has consistently shown that females generally have more positive attitudes toward reading than males (M. Anderson, Tollefson, & Gilbert, 1985;Askov & Fischbach, 1973;Greaney & Hagerty, 1987;Kennedy & Halinsky, 1975;Kush & Watkins, 1996;Logan & Johnston, 2009;Martínez, Aricak, & Jewell, 2008;McKenna et al, 1995;Parker & Paradis, 1986;Sainsbury & Schagen, 2004; M.C. Smith, 1990;Swalander & Taube, 2007;Swanson, 1982;Wallbrown, Levine, & Engin, 1981;Worrell, Roth, & Gabelko, 2006). This gender difference exists at the early grades (McKenna et al, 1995), upper elementary (Logan & Johnston, 2009), and middle and high school (Swalander & Taube, 2007).…”

Section: Attitudes and Gendermentioning

confidence: 99%

Reading Attitudes of Middle School Students: Results of a U.S. Survey

McKenna

Conradi

Lawrence

et al. 2012

Reading Research Quarterly

241

239

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To examine the current state of reading attitudes among middle school students in the United States, a survey was developed and administered to 4,491 students in 23 states plus the District of Columbia. The instrument comprised four subscales measuring attitudes toward: recreational reading in print settings, recreational reading in digital settings, academic reading in print settings, and academic reading in digital settings. Factor analysis confirmed the factor structure corresponding to the four subscales, and reliability coefficients for these subscales ranged from 0.78 to 0.86. Correlations among the subscales varied considerably, due largely to the recreational digital subscale. Analyses of variance subsequently confirmed a pattern for the recreational digital subscale that differed from that of the others. For academic digital, recreational print, and academic print, the attitudes of females were more positive than those of males; however, for attitudes toward recreational reading in digital settings, the pattern was reversed. In addition, results for three of the subscales showed a gradual worsening of attitudes from 6th to 8th grade. The exception was academic print, for which attitudes did not differ by grade. No interactions were observed between grade and gender for any of the subscales. Results are discussed in the context of attitude theory and the rapid evolution of digital literacy and its social uses by adolescents.

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Section: Attitudes and Gendermentioning

confidence: 99%

Reading Attitudes of Middle School Students: Results of a U.S. Survey

McKenna

Conradi

Lawrence

et al. 2012

Reading Research Quarterly

241

239

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“…Üstün zekalı olan ve üstün zekalı olmayan öğrencilerin okuma tutumları arasındaki farklar ise sınırlı sayıda araştırmacı tarafından incelemiştir (Kennedy ve Halinski, 1975;Ley ve Trentham, 1987;McKenna vd., 1995;Parker, 2004;Worrell, Roth ve Gabelko, 2007). Örneğin, Kennedy ve Halinski (1975) ortaokuldaki üstün zekalı öğrencilerin üstün zekalı olmayan öğrencilere oranla okumaya karşı daha pozitif tutum gösterdiklerini bulmuştur.…”

Section: Okuma Tutumu Ve üStün Zekaunclassified

Differences in Reading Attitudes and Preferences between Gifted and Non-gifted Elementary Students

Bahar

Kaya

Bahar

2016

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Öğrencilerin akademik ihtiyaçlarını daha iyi karşılayabilmek için, onların yetenek, tutum ve tercihlerini daha iyi anlamaya ihtiyaç vardır. Bu çalışmanın temel amacı üstün zekalı olan ve üstün zekalı olmayan öğrencilerin okuma tutumları ve tercihleri arasındaki farkları ortaya çıkarmaktır. Bu amaca ulaşabilmek için nicel araştırma yöntemi kullanılmıştır ve sayısal veriler kesitsel tarama yoluyla toplanmıştır. Yapılan MANOVA analizi sonucunda üstün zekalı olan ve üstün zekalı olmayan öğrencilerin akademik ve dinlendirici okuma tutumları arasında fark olmadığı görülmüştür. Bu sonuçlardan farklı olarak, Kay-kare bağımsızlık testi sonuçlarına göre bu öğrencilerin okuma tercihlerinin arasında önemli farklılıklar olduğu ortaya çıkmıştır. Bu çalışma öncesinde üst ün zekalı Türk öğrencilerin okuma tercih ve tutumlarıyla alakalı başka bir çalışmanın yapılmadığı görülmektedir. Bu nedenle, bu çalışmanın bulguları Türk eğitim sistemindeki üstün zekalı öğrencilerin okuma eğitimleriyle ile önemli sonuçlar içermektedir. Yazarlar bu çalışmadaki hedeflere ulaşabilmek için sonraki araştırmacıların üstün zekalı olan ve üstün zekalı olmayan öğrencilerin okuma tutum ve tercihlerini boyutsal olarak analiz etmelerini tavsiye etmektedirler. GirişGünümüz dünyasında insanların sahip olması gereken en önemli becerilerden birisi şüphesiz okuma yetkinliğidir. Holden (2004) okumayı kişinin sosyal, ekonomik, ve medeni hayatlarındaki gelişiminin ilk geçiti olarak tanımlamıştır. Okumanın çok önemli bir aktivite olmasına karşın, herkesin okuma konusunda yüksek ilgi ve istek taşıdığını söylemek çok zordur. İster akademik ister dinlenmek için olsun insanların neden okuma ilgilerinin farklı olabildiğini anlamak adına birçok araştırma yapılmıştır (Guthrie ve

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“…For example, consistent Þndings about gender differences in reading attitude indicate that girls report more positive reading attitudes in comparison to boys (Swalander & Taube, 2007;Worrell, Roth, & Gabelko, 2007).…”

mentioning

confidence: 95%

Influence of reading attitude on reading achievement: A test of the temporal‐interaction model

Martínez

Arıcak

Jewell³

2008

Psychology in the Schools

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Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deÞcits, reading continues to be exceptionally difÞcult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading performance. In the current study, 76 fourthgrade students were administered Curriculum-Based Measurement tasks in reading (R-CBM) and the Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990 A principal focus of federal and state educational legislation centers on improving students' reading proÞciency. Research on instructional methods, interventions and approaches for preventing reading problems, and improving struggling students' reading skills abound. Reform efforts aimed at ensuring protected reading instruction blocks during the school day (e.g., Reading First schools) and policy recommending intense, swift academic interventions at the Þrst sign of difÞculty are also part of national efforts to eliminate the reading deÞcit in the United States. Despite an abundant literature base on the effectiveness of reading interventions, programs, and educational practices (including a U.S. Department of Education [USDOE] Web site dedicated to compiling and reporting the effectiveness of existing educational programs and interventions [i.e., The What Works Clearinghouse, http://ies.ed.gov/ncee/wwc/]), less than one third of the nation's fourth-graders read at or above a proÞcient achievement level (National Assessment of Educational Progress [NAEP], 2005), suggesting a reading crisis in our country.Comparatively fewer studies have explored implicit models of reading. Implicit models of reading focus on the underlying affective beliefs that inßuence reading behaviors (Schraw & Bruning, 1999). Recent studies about the affective inßuences on reading achievement (e.g., Ghaith & Bouzeineddine, 2003;Lynch, 2002;Unrau & Schlackman, 2006) underscore the inßuence of affective factors (e.g., academic self-efÞcacy, intrinsic motivation, self-regulation, and positive attitude)

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Elementary reading attitude survey (ERAS) scores in academically talented students

Cited by 30 publications

References 12 publications

Reading Attitudes of Middle School Students: Results of a U.S. Survey

Reading Attitudes of Middle School Students: Results of a U.S. Survey

Differences in Reading Attitudes and Preferences between Gifted and Non-gifted Elementary Students

Influence of reading attitude on reading achievement: A test of the temporal‐interaction model

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