Reading Attitudes and Interests Questionnaire
Reading Attitudes and Interests Questionnaire
Main Article Content
Abstract
This article presents an instrument for the evaluation of reading attitudes and interests of Spanish students who have just started to read, that derives from the scale developed by Meirisuo-Storm & Soinien (2012). Attitude and motivation can be one of the main reasons why most readers read and possibly the main reason why many do not read. The important role that they play, however, has often been ignored. The questionnaire assesses five dimensions related to reading: motivation towards reading, reader’s interests, attitudes toward social reading, perception of reading competence and motivation towards learning or study. A confirmatory factor analysis was carried out with a sample of 1135 second graders, with an age between 7 and 8.4 years old (median 7.7 and standard derivation=0.99). This analysis shows a good fit of the five factor model to the data. Also invariance studies have been done to prove that the instrument can be applied without significant biases to 2nd grade boys and girls. Once the main sources of invariance were eliminated, the analysis showed some significant sex differences: girls showed greater motivation towards reading and more positive attitudes toward social reading, while boys showed a better perception of their reading competence. Also interesting differences in reader’s interests were observed. It is concluded that this instrument can be useful as it can help teachers estimate levels of attitude and motivation of their students in a reliable manner, as well as for the evaluation of specific students and for the estimation of the changes that occur in attitudes following intervention programmes.
References
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perspective. Creative Education, 8, 2485-2500. doi 10.4236/ce.2017.815171.
Aguilar, M., Aragón, E., Navarro, J.I., Delgado, C. y Marchena, E. (2017). Análisis del efecto san
Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria
(1° a 5°). European Journal of Education and Psychology, 10(1), 23-32.
Ainley, M., Hillman, K., y Hidi, S. (2002). Gender and interest processes in response to literary
texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428.
Alves, A.F., Assis, C.M., Martins, A. y Da Silva, L. (2017). Desempeño cognitivo y rendimiento
académico: ¿cómo confluyen familia y escuela? European Journal of Education and
Psychology, 10(2), 49-56.
Andrés, M., Urquijo, S., Navarro, J., y García-Sedeño, M. (2010). Contexto alfabetizador familiar:
relaciones con la adquisición de habilidades prelectoras y desempeño lector. European
Journal of Education and Psychology, 3(1), 129-140.
Artola, T., Sastre, S., y Barraca, J. (2017). Diferencias de género en actitudes e intereses lectores:
una investigación con alumnos españoles de primaria. Bordón. Revista de Pedagogía,
68(2).
Asún, R.A., Rdz-Navarro, K., y Alvarado, J.M. (2016). Developing multidimensional Likert scales
using item factor analysis: The case of four-point items. Sociological Methods &
Research, 45(1), 109-133.
Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media
Research, 10.
Cartwright, K.B., Marshall, T.R., y Wray, E.A. (2015). Longitudinal Study of the Role of Reading
Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple
View of Reading. Reading Psychology, 37(1), 55-91. doi: 10.1080/02702711.2014.
Chapman, M., Filipenko, M., McTavish, M. y Saphiro, J. (2007). First graders´preferences for
narrative and/or information books and perceptions of other boys´and girls´book
preferences. Canadian Journal of Education 30(2), 531-553. doi: 10.2307/20466549.
Chick, K., y Heilman-Houser, R.A. (2000). Children's literature choices: Gender stereotypes
prevail. Pennsylvania Reads: Journal of the Keystone State Reading Association, 1(2),
3-13.
Cooter, R.B. y Alexander, J. (1984). Interest and Attitude: Affective Connections for Gifted and
Talented Readers. Reading World, v24 n1 p97-102 Oct 1984 Association, 1(2), 3-13.
Elosua, M.R. y Gómez-Veiga, I. (2014). Habilidades lectoras y rendimiento académico en 3º y 6º
de Primaria: aspectos evolutivos y educativos. Estudios de Psicología, enero.
doi: 10.1174/0210993912800676411.
Eriksson, K. (2002). Booktalk Dilemmas: teachers' organisation of pupils' reading. Scandinavian
Journal of Educational Research, 46(4), 391-408.
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14.
Gómez-Benito, J., Hidalgo, M.D., y Guilera, G. (2010). El sesgo de los instrumentos de medición.
Tests justos. Papeles del Psicólogo, 31(1), 75-84.
Graham, S., Berninger, V., y Abbott, R. (2012). Are attitudes toward writing and reading separable
constructs? A study with primary grade children. Reading & Writing Quarterly, 28(1),
51-69.
Green, S.B., y Yang, Y. (2015). Evaluation of dimensionality in the assessment of internal
consistency reliability: Coefficient alpha and omega coefficients. Educational
Measurement: Issues and Practice, 34(4), 14-20.
Hu, L.T., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural equation modeling: a
multidisciplinary journal, 6(1), 51-55.
Marinak, B.A., y Gambrell, L.B. (2010). Reading motivation: Exploring the elementary gender
gap. Literacy Research and Instruction, 49(2), 129-141.
McKenna, M.C., y Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers.
The reading teacher, 43(9), 626-639.
Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian
Journal of Educational Research, 50(2), 111-125.
Merisuo-Storm, T., y Soininen, M. (2012). Young boy`s opinions about reading, literacy lessons
and their reading competence. In ICERI2012 Proceedings (pp. 4109-4118). IATED.
Merisuo-Storm, T., y Soininen, M. (2014). Interesting reading materials and excercises encourage
also reluctant boys to read. Social and Behavioral Sciences, 116, 2583-2588.
doi:10.1016/j.sbspro.2014.01.615.
Mohr, K. (2006). Children's choices for recreational reading: A three-part investigation of
selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1),
181–204.
Mora, J., Galán, A., y López, M. (2016). Eficacia de un programa de implicación familiar en la
lectura de alumnado de 1º de Educación Primaria. Revista de Psicodidáctica, 21(2),
375-391.
Mullis, I.V., Martin, M.O., Foy, P., y Drucker, K.T. (2012). PIRLS 2011 International Results in
Reading. International Association for the Evaluation of Educational Achievement.
Herengracht 487, Amsterdam, 1017 BT. The Netherlands.
Oakhill, J.V., y Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls'
reading comprehension. British Journal of Psychology, 98(2), 223-235.
Pestcher, Y. (2010). A meta-analysis of the relationship between students’ attitudes towards
reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment
structures. In Heijmans, R.D.H., Pollock, D.S.G. y Satorra, A. (eds.), Innovations in
multivariate statistical analysis. A Festschrift for Heinz Neudecker (pp.233-247). London:
Kluwer Academic Publishers.
Sadowski, M. (2010). Putting the "boy crisis" in context. Education Digest: Essentil Readings
Condensed for Quick review, 76(3), 10-13.
Soininen, M., Merisuo-Storm, T., y Korhonen, R. (2013). What kind of competence teachers need
in the year 2020? Profesorado. Revista de Currículum y Formación de Profesorado, 17(3),
111-122.
Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds.
Teacher as Leader, EDU 600, 1-9.
Stutz, F., Schaffner, E., y Schiefele, U. (2016). Relations among reading motivation, reading
amount, and reading comprehension in the early elementary grades. Learning and
Individual Differences (45), 101-113. doi.org/10.1016/j.lindif.2015.11.022.
Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
Sullivan, M. (2004). Why Johnny wont read. School Library Journal, 50(8), 36-39.
Trizano-Hermosilla, I., y Alvarado, J.M. (2016). Best alternatives to Cronbach's alpha reliability in
realistic conditions: congeneric and asymmetrical measurements. Frontiers in psychology,
7, 769.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2014). Spanish Primary School pupil`s Literacy
attitudes: are they related to their reading comprehension and their feeling of competence?
In ICERI2014 Proceedings (pp. 36-41). IATED.
Villalón, R., Merisuo-Storm, T., e Izquierdo-Magaldi, B. (2015). ¿Importa la actitud hacia la
lectura a la hora de comprender un texto? 3
rd International Congress of Educational
Sciences and Development. San Sebastián, Spain. doi: 10.13140/RG 2.1.1936.7524.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2016). Reading attitudes and text
comprehension of Finnish and Spanish Pupils: a comparative study. EARLI SIG-2
conference. Geneva, Switzerland.
Watson, A.K., Kehler, M. y Martino, W. (2010). The problem of boy´s literacy underachievement:
raising some questions. Journal of Adolescent & Adult Literacy, 53(5), 356-361.
perspective. Creative Education, 8, 2485-2500. doi 10.4236/ce.2017.815171.
Aguilar, M., Aragón, E., Navarro, J.I., Delgado, C. y Marchena, E. (2017). Análisis del efecto san
Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria
(1° a 5°). European Journal of Education and Psychology, 10(1), 23-32.
Ainley, M., Hillman, K., y Hidi, S. (2002). Gender and interest processes in response to literary
texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428.
Alves, A.F., Assis, C.M., Martins, A. y Da Silva, L. (2017). Desempeño cognitivo y rendimiento
académico: ¿cómo confluyen familia y escuela? European Journal of Education and
Psychology, 10(2), 49-56.
Andrés, M., Urquijo, S., Navarro, J., y García-Sedeño, M. (2010). Contexto alfabetizador familiar:
relaciones con la adquisición de habilidades prelectoras y desempeño lector. European
Journal of Education and Psychology, 3(1), 129-140.
Artola, T., Sastre, S., y Barraca, J. (2017). Diferencias de género en actitudes e intereses lectores:
una investigación con alumnos españoles de primaria. Bordón. Revista de Pedagogía,
68(2).
Asún, R.A., Rdz-Navarro, K., y Alvarado, J.M. (2016). Developing multidimensional Likert scales
using item factor analysis: The case of four-point items. Sociological Methods &
Research, 45(1), 109-133.
Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media
Research, 10.
Cartwright, K.B., Marshall, T.R., y Wray, E.A. (2015). Longitudinal Study of the Role of Reading
Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple
View of Reading. Reading Psychology, 37(1), 55-91. doi: 10.1080/02702711.2014.
Chapman, M., Filipenko, M., McTavish, M. y Saphiro, J. (2007). First graders´preferences for
narrative and/or information books and perceptions of other boys´and girls´book
preferences. Canadian Journal of Education 30(2), 531-553. doi: 10.2307/20466549.
Chick, K., y Heilman-Houser, R.A. (2000). Children's literature choices: Gender stereotypes
prevail. Pennsylvania Reads: Journal of the Keystone State Reading Association, 1(2),
3-13.
Cooter, R.B. y Alexander, J. (1984). Interest and Attitude: Affective Connections for Gifted and
Talented Readers. Reading World, v24 n1 p97-102 Oct 1984 Association, 1(2), 3-13.
Elosua, M.R. y Gómez-Veiga, I. (2014). Habilidades lectoras y rendimiento académico en 3º y 6º
de Primaria: aspectos evolutivos y educativos. Estudios de Psicología, enero.
doi: 10.1174/0210993912800676411.
Eriksson, K. (2002). Booktalk Dilemmas: teachers' organisation of pupils' reading. Scandinavian
Journal of Educational Research, 46(4), 391-408.
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14.
Gómez-Benito, J., Hidalgo, M.D., y Guilera, G. (2010). El sesgo de los instrumentos de medición.
Tests justos. Papeles del Psicólogo, 31(1), 75-84.
Graham, S., Berninger, V., y Abbott, R. (2012). Are attitudes toward writing and reading separable
constructs? A study with primary grade children. Reading & Writing Quarterly, 28(1),
51-69.
Green, S.B., y Yang, Y. (2015). Evaluation of dimensionality in the assessment of internal
consistency reliability: Coefficient alpha and omega coefficients. Educational
Measurement: Issues and Practice, 34(4), 14-20.
Hu, L.T., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural equation modeling: a
multidisciplinary journal, 6(1), 51-55.
Marinak, B.A., y Gambrell, L.B. (2010). Reading motivation: Exploring the elementary gender
gap. Literacy Research and Instruction, 49(2), 129-141.
McKenna, M.C., y Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers.
The reading teacher, 43(9), 626-639.
Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian
Journal of Educational Research, 50(2), 111-125.
Merisuo-Storm, T., y Soininen, M. (2012). Young boy`s opinions about reading, literacy lessons
and their reading competence. In ICERI2012 Proceedings (pp. 4109-4118). IATED.
Merisuo-Storm, T., y Soininen, M. (2014). Interesting reading materials and excercises encourage
also reluctant boys to read. Social and Behavioral Sciences, 116, 2583-2588.
doi:10.1016/j.sbspro.2014.01.615.
Mohr, K. (2006). Children's choices for recreational reading: A three-part investigation of
selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1),
181–204.
Mora, J., Galán, A., y López, M. (2016). Eficacia de un programa de implicación familiar en la
lectura de alumnado de 1º de Educación Primaria. Revista de Psicodidáctica, 21(2),
375-391.
Mullis, I.V., Martin, M.O., Foy, P., y Drucker, K.T. (2012). PIRLS 2011 International Results in
Reading. International Association for the Evaluation of Educational Achievement.
Herengracht 487, Amsterdam, 1017 BT. The Netherlands.
Oakhill, J.V., y Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls'
reading comprehension. British Journal of Psychology, 98(2), 223-235.
Pestcher, Y. (2010). A meta-analysis of the relationship between students’ attitudes towards
reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment
structures. In Heijmans, R.D.H., Pollock, D.S.G. y Satorra, A. (eds.), Innovations in
multivariate statistical analysis. A Festschrift for Heinz Neudecker (pp.233-247). London:
Kluwer Academic Publishers.
Sadowski, M. (2010). Putting the "boy crisis" in context. Education Digest: Essentil Readings
Condensed for Quick review, 76(3), 10-13.
Soininen, M., Merisuo-Storm, T., y Korhonen, R. (2013). What kind of competence teachers need
in the year 2020? Profesorado. Revista de Currículum y Formación de Profesorado, 17(3),
111-122.
Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds.
Teacher as Leader, EDU 600, 1-9.
Stutz, F., Schaffner, E., y Schiefele, U. (2016). Relations among reading motivation, reading
amount, and reading comprehension in the early elementary grades. Learning and
Individual Differences (45), 101-113. doi.org/10.1016/j.lindif.2015.11.022.
Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
Sullivan, M. (2004). Why Johnny wont read. School Library Journal, 50(8), 36-39.
Trizano-Hermosilla, I., y Alvarado, J.M. (2016). Best alternatives to Cronbach's alpha reliability in
realistic conditions: congeneric and asymmetrical measurements. Frontiers in psychology,
7, 769.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2014). Spanish Primary School pupil`s Literacy
attitudes: are they related to their reading comprehension and their feeling of competence?
In ICERI2014 Proceedings (pp. 36-41). IATED.
Villalón, R., Merisuo-Storm, T., e Izquierdo-Magaldi, B. (2015). ¿Importa la actitud hacia la
lectura a la hora de comprender un texto? 3
rd International Congress of Educational
Sciences and Development. San Sebastián, Spain. doi: 10.13140/RG 2.1.1936.7524.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2016). Reading attitudes and text
comprehension of Finnish and Spanish Pupils: a comparative study. EARLI SIG-2
conference. Geneva, Switzerland.
Watson, A.K., Kehler, M. y Martino, W. (2010). The problem of boy´s literacy underachievement:
raising some questions. Journal of Adolescent & Adult Literacy, 53(5), 356-361.