Skip to main content

Advertisement

SpringerLink
Log in

Multiple dimensions of adolescents’ reading attitudes and their relationship with reading comprehension

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

Despite a growing research base that explores motivational constructs in reading and their relationship to achievement, nuanced questions remain. The present study examines the complex relationships among attitudes, proficiency, grade, and gender. Attitudes were differentiated by purpose (recreational vs. academic) and medium (digital vs. print), and a survey comprising those four subscales was administered to 586 Korean adolescents. Results showed that attitudes toward Recreational Print, Academic Print, and Academic Digital reading are positively associated while attitudes toward Recreational Digital reading are negatively associated with the other three attitudes. We also found that reading attitudes significantly predicted reading comprehension scores. We discuss these results and suggest implications for adolescent literacy instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Afflerbach, P. P., & Cho, B. Y. (2011). The classroom assessment of reading. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 487–514). New York, NY: Routledge.

    Google Scholar 

  • Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173–221). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (Vol. 1, pp. 255–291). New York, NY: Longman.

    Google Scholar 

  • Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16, 397–438.

    Article  Google Scholar 

  • Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102, 773–785.

    Article  Google Scholar 

  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.

    Article  Google Scholar 

  • Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: Wiley.

    Book  Google Scholar 

  • Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185–216.

    Article  Google Scholar 

  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills: Sage.

    Google Scholar 

  • Bruce, B. (1997). Literacy technologies: What stance should we take? Journal of Literacy Research, 29, 289–309.

    Article  Google Scholar 

  • Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Taylor and Francis Group.

    Google Scholar 

  • Chiu, M. M., Chow, B. W. Y., & Joh, S. W. (2017). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology, 109(7), 915–934.

    Article  Google Scholar 

  • Coiro, J. (2012). Understanding dispositions toward reading on the Internet. Journal of Adolescent & Adult Literacy, 55(7), 645–648.

    Article  Google Scholar 

  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), The handbook of research in new literacies (pp. 1–22). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Conlon, E. G., Zimmer-Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading, 29, 11–32.

    Article  Google Scholar 

  • Conradi, K., Jang, B. G., Bryant, C., Craft, A., & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: A classroom survey. Journal of Adolescent & Adult Literacy, 56(7), 565–576.

    Article  Google Scholar 

  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127–164.

    Article  Google Scholar 

  • Dong, T., Anderson, R. C., Kim, I.-H., & Li, Y. (2008). Collaborative reasoning in China and Korea. Reading Research Quarterly, 43, 400–424.

    Article  Google Scholar 

  • Dressman, M., Wilder, P., & Connor, J. J. (2005). Theories of failure and the failure of theories: A cognitive/sociocultural/macrostructural study of eight struggling students. Research in the Teaching of English, 40(1), 8–61.

    Google Scholar 

  • Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32, 516–536.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York, NY: Springer.

    Chapter  Google Scholar 

  • Hedges, L. V., & Hedberg, E. C. (2007). Intraclass correlation values for planning group-randomized trials in education. Educational Evaluation and Policy Analysis, 29(1), 60–87.

    Article  Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.

    Article  Google Scholar 

  • Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender differences in the reading of E-books: Investigating children’s attitudes, reading behaviors and outcomes. Journal of Educational Technology & Society, 16(4), 97–110.

    Google Scholar 

  • IBM Corp. (2016). IBM SPSS statistics for Windows (Version 24.0). Armonk, NY: IBM Corp.

    Google Scholar 

  • Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172–192.

    Article  Google Scholar 

  • Ivey, G., & Broaddus, K. (2001). Just plain reading: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–377.

    Article  Google Scholar 

  • Katzir, T., Lesaux, N. K., & Kim, Y. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 261–276.

    Article  Google Scholar 

  • Kim, K. J. (2011). Reading motivation in two languages: an examination of EFL college students in Korea. Reading and Writing: An Interdisciplinary Journal, 24(8), 861–881.

    Article  Google Scholar 

  • Klauda, S. L., & Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Reading and Writing: An Interdisciplinary Journal, 28(2), 239–269.

    Article  Google Scholar 

  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.

    Google Scholar 

  • Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude, educational research and evaluation. Educational Research and Evaluation, 11(1), 29–44.

    Article  Google Scholar 

  • Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning (3rd ed.). New York, NY: Open University Press.

    Google Scholar 

  • Lee, S. Y. (2007). Korean adolescent engaged readers: Their self-perceptions, literacy practices, and negotiations inside and outside of a seventh grade classroom (doctoral dissertation). Available from ProQuest dissertations and theses database. (UMI No. 3301722).

  • Lee, Y.-H., & Wu, J.-Y. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22, 336–342.

    Article  Google Scholar 

  • Lei, P. W., & Wu, Q. (2007). Introduction to structural equation modeling: Issues and practical considerations. Educational Measurement: Issues and Practice, 26(3), 33–43.

    Article  Google Scholar 

  • Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37–59.

    Article  Google Scholar 

  • Leu, D. J., Kinzer, C. K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1568–1611). Newark, DE: International Reading Association.

    Google Scholar 

  • Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual-level theory of the changing nature of literacy instruction and assessment. In D. E. Alvermann, R. B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1181). Newark, DE: International Reading Association.

    Chapter  Google Scholar 

  • Li, J., Snow, C., Jiang, J., & Edwards, N. (2015). Technology use and self-perceptions of English language skills among urban adolescents. Computer Assisted Language Learning, 28(5), 450–478.

    Article  Google Scholar 

  • Lim, H. J., Bong, M., & Woo, Y. K. (2015). Reading attitude as a mediator between contextual factors and reading behavior. Teachers College Record, 117(1), 1–36.

    Google Scholar 

  • Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing: An Interdisciplinary Journal, 25(3), 717–737.

    Article  Google Scholar 

  • Logan, S., & Johnston, R. (2009). Sex differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199–214.

    Article  Google Scholar 

  • Lupo, S., Jang, B. G., & McKenna, M. (2017). The relationship between reading achievement and attitudes toward print and digital texts in adolescent readers. Literacy Research: Theory, Method, and Practice, 66(1), 264–278.

    Google Scholar 

  • Marsh, H. W., Liem, G. A. D., Martin, A. J., Morin, A. J., & Nagengast, B. (2011). Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment, 29, 322–346.

    Article  Google Scholar 

  • Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45, 1010–1023.

    Article  Google Scholar 

  • McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits. Reading and Writing: An Interdisciplinary Journal, 28(4), 545–569.

    Article  Google Scholar 

  • McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: does sex or gender identity provide a better account? Journal of Research in Reading, 35(3), 328–336.

    Article  Google Scholar 

  • McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E. H. Cramer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education (pp. 18–40). Newark, DE: International Reading Association.

    Google Scholar 

  • McKenna, M. C. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 283–306.

    Article  Google Scholar 

  • McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.

    Article  Google Scholar 

  • Meelissen, M. R. M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24(3), 969–985.

    Article  Google Scholar 

  • Moje, E. B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107–154.

    Article  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.

    Google Scholar 

  • National Center for Education Statistics. (2016). The nation’s report card: Reading 2015. Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved June 15, 2017, from https://www.nationsreportcard.gov/reading_math_2015/files/infographic_2015_reading.pdf.

  • Noh, M. (2011). Literacy education and research. Seoul: Bakijung.

    Google Scholar 

  • Nolen, S. B. (2007). Young children’s motivation to read and write: Development in social contexts. Cognition & Instruction, 25, 219–270.

    Article  Google Scholar 

  • O’Brien, D. G. (2012). “Struggling” adolescents’ engagement in multimediating: Countering the institutional construction of incompetence. In D. E. Alvermann & K. A. Hinchman (Eds.), Reconceptualizing the literacies in adolescents’ lives (3rd ed., pp. 71–91). New York, NY: Routledge.

    Google Scholar 

  • O’Brien, D. G., Beach, R., & Scharber, C. (2007). “Struggling” middle schoolers: Engagement and literate competence in a reading-writing intervention class. Reading Psychology, 28(1), 51–73.

    Article  Google Scholar 

  • O’Brien, D. G., Stewart, R., & Beach, R. (2009). Proficient reading in school: Traditional paradigms and new textual landscapes. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 80–97). New York, NY: Guilford Press.

    Google Scholar 

  • O’Byrne, W. I., & McVerry, J. G. (2009). Measuring the dispositions of online reading comprehension: A preliminary validation study. National Reading Conference Yearbook, 58, 362–375.

    Google Scholar 

  • Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: Executive summary. Paris: OECD Publishing. Retrieved June 15, 2017, from http://www.oecd.org/pisa/pisaproducts/46619703.pdf.

  • Organisation for Economic Co-operation and Development. (2016). PISA 2015 results in focus: OECD.org. Paris: OECD Publishing. Retrieved June 15, 2017, from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.

  • Petscher, Y. (2010). A meta-analysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33, 335–355.

    Article  Google Scholar 

  • Protacio, M. S. (2012). Reading motivation: A focus on English learners. The Reading Teacher, 66(1), 69–77.

    Article  Google Scholar 

  • Putman, M. (2014). Exploring dispositions toward online reading: Analyzing the survey of online reading attitudes and behaviors. Reading Psychology, 35(1), 1–31.

    Article  Google Scholar 

  • Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(4), 369–385.

    Article  Google Scholar 

  • Sharma, S., Durand, R. M., & Gur-Arie, O. (1981). Identification and analysis of moderator variables. Journal of Marketing Research, 18, 291–300.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 85–106.

    Article  Google Scholar 

  • Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing: An Interdisciplinary Journal, 26, 17–44.

    Article  Google Scholar 

  • Tsai, M. J., & Tsai, C. C. (2010). Junior high school students’ Internet usage and self-efficacy: A re-examination of the gender gap. Computers & Education, 54(4), 1182–1192.

    Article  Google Scholar 

  • Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. Journal of Educational Research, 100(2), 81–101.

    Article  Google Scholar 

  • Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162–184.

    Article  Google Scholar 

  • Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents’ motivation for reading: Group differences and relation to standardized achievement. Reading and Writing: An Interdisciplinary Journal, 27(3), 503–533.

    Article  Google Scholar 

  • Yoon, B. (2009). Education fever and exam hell: The current educational systems and issues in South Korea. In S. B. Mertens, V. A. Anfara, & K. Roney (Eds.), Handbook of research in middle level education: An international look at educating young adolescents (pp. 115–134). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Yoon, J. (2008). The development of the Noh reading inventory. Paper presented at the annual meeting of Korean Literacy Research Association, Seoul, Korea.

Download references

Author information

Authors and Affiliations

  1. Department of Reading and Language Arts, Syracuse University, 202 Huntington Hall, Syracuse, NY, 13244, USA

    Bong Gee Jang

  2. Keck School of Medicine, University of Southern California, 300B Smith Research Tower, 4546 Sunset Blvd, Los Angeles, CA, 90027, USA

    Ji Hoon Ryoo

Authors
  1. Bong Gee Jang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ji Hoon Ryoo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bong Gee Jang.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jang, B.G., Ryoo, J.H. Multiple dimensions of adolescents’ reading attitudes and their relationship with reading comprehension. Read Writ 32, 1769–1793 (2019). https://doi.org/10.1007/s11145-018-9926-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-018-9926-6

Keywords

Search

Navigation