The development of reading interest and its relation to reading ability

Abstract

The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1–3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers. Interest in reading in Grade 1 was weakly correlated with Grade 3 reading ability, but correlations were lower for interest measured in Grades 2 and 3. Hierarchical regression analyses indicated weak and inconsistent effects of reading interest on reading ability after controlling general cognitive ability, SES, phonological awareness and naming speed. It is concluded that interest in reading has only a weak relationship to reading ability in the early elementary years, and that much of that relationship overlaps with the effects of other more powerful predictors.

Third grade and concurrent predictors of engagement and achievement in reading in eighth grade

“…However, the results of the current investigation are consistent with those of Kirby et al (2011), Guthrie et al (2007), and Smith et al (2012). Kirby et al (2011) found that the relation between interest and reading was weak after controlling for SES, cognitive ability, naming speed, and phonological awareness in children in grades one through three. The current investigation extends these results to eighth grade students.…”

“…This was surprising, given that theoretical models of learning (e.g., Alexander, 1997Alexander, , 2003Guthrie & Wigfield, 2000) highlight the role of motivation in learning, and that previous studies have shown a relation between interest and achievement in reading (e.g., De Naeghel & Van Keer, 2012;Guay et al, 2003). However, the results of the current investigation are consistent with those of Kirby et al (2011), Guthrie et al (2007), and Smith et al (2012). Kirby et al (2011) found that the relation between interest and reading was weak after controlling for SES, cognitive ability, naming speed, and phonological awareness in children in grades one through three.…”

“…Relations have been found between reading motivation and achievement, especially during the elementary school years (De Naeghel & Van Keer, 2012;Guay, Marsh, & Boivin, 2003;Guthrie et al, 2007;Kirby, Ball, Geier, Parrila, & Wade-Wooley, 2011;Onatsu-Arvilommi & Nurmi, 2000). Kirby et al (2011) found that reading interest had weak and inconsistent effects on reading ability in first through third grades, accounting for, at most, 4% of unique variance in reading ability after controlling for SES, cognition, phonological awareness, and naming speed.…”

“…Kirby et al (2011) found that reading interest had weak and inconsistent effects on reading ability in first through third grades, accounting for, at most, 4% of unique variance in reading ability after controlling for SES, cognition, phonological awareness, and naming speed. The authors suggested that the effects of reading interest may take time to impact reading ability, and that the consequences of low interest in reading may not be apparent until later grades.…”

Inquiring the Most Critical Teacher’s Technology Education Competences in the Highest Efficient Technology Education Learning Organization

“…Furthermore, in extendibility to the Teacher's Competence ("TC"), each teacher desires to be a professional educator with professional TC, not only competent instructors with basic teaching skills because TC is formed through continuous learning and studying for a long time. Kirkham (2004) pointed out TC is supposed to contain teaching conviction, value, role-identification and introspection and Kirby, et al (2011) distinctively addressed that TC also includes two essential sessions: (1) basic knowledge: knowledge of self and students, knowledge of subject matter and knowledge of educational theory and research and (2) basic abilities: teaching skills and techniques and interpersonal skills. In theoretical, Gay (2000) developed the Teacher Professional Competences Theory ("TPCT") to distinctively define the teacher professional competences is that teachers must have the basic knowledge, cross-subject professional and wild life-experience to be able to not only lecture the necessary subjective and academic knowledge but also provide the best leaded concept and information for student's various myths.…”