Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children

Abstract

The current study addressed the development of reading attitudes and their relationship to reading skills. Forty-one prekindergarten and kindergarten learners in 1 of 3 cohorts were assessed 2 or 4 times during the course of a year. Findings indicated a slight decrease in reading attitudes during the kindergarten year. Expected increases in skills were generally indicated with pronounced increases in sight word recognition during the kindergarten year, after other skills had been mastered. Decreases in some skills were evident after summer recess. Other findings from the study and recommendations for future research and practice are provided.