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Elementary_Reading_Attitude_Survey_2.pdf

Elementary_Reading_Attitude_Survey_2.pdf

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A
New
Tool
for
Teachers
Michael
C.
McKenna
and
Dennis
J.
Kear
I
1762,
the
philosopher
Rousseau
speculat-
ed
that
any
method
of
teaching
reading
would
suffice
given
adequate
motivation
on
the
part
of
the
learner.
Whale
present-day
edu-
cam
might
resist
such
a
sweeping
pronounce-ment,
the
-
f
attitude
is
nevertheless
widely
recognized-
The
Commission
on
Redinghi&
summryaf~h(~mn,
Hiebert,
Scott,
&
WiIkinson,
1985)
concluded
that
"becoming
a
slaDed
reader
equires..
learn-
ing
that
written
materid
can
b
kresthg''
(p,
18).
Smith
(1988)
observed
that
"the
emotional
response
to
reading..is
the
primary
reason
most
readers
read,
and probably
the
primary
reason
most
nomeaders
do
not
readw
(p.
177).
Wixson
and
Lipwn
(in
press)
acknowledgethat
"the
stu-
dent's
attitude
oward
reading
is
a
central
factor
affecting
leading
performance."
These
conclu-
sions
are
based
on
a
long
history
of
research
in
which
attitude
and
achievement
have
been
con-
sistently
linked
(e.g.,
Purves
&
Beach,
1972;
Walbetg
&
Tsai,
1985).
The
recent
emphasis
on
enhanced
reading
raxificiency
has
often
ignored
the
iniportant
role
played
by
children's
attitudes
in
the
process
ofbecoming
literate.
Athey
(1985)
suggested
that
one
reasonfor
this
tendency is
that the
affec-
tive
aspects
of
reading
tend
to
be
ll-defined
and
to
involve
"shadowy
variables"
(p.
527)
difficult
to
conceptualize,
measure, and
address
inslroc-
tionally.
The
focus
of
recent
research
and
develop-
ment
in
assessment has
been
comprehension
rather
than
attitude.
Some
progress
has
been
made
in
he
development
of
ndividually
admin-
istered, qualitative
mstmments,
hut
quantitative
group
surveys,
which
form
a
natural
comple-
merit
to
qualitative
approaches,
re
often
pdy
documented
in
terms
of
desirable
psychometric
attributes,
such
as
nofmadve
frames
f
reference
and evidence
of
reliability
and
validity.
Our
pur-
pose
was
to
produce
a
publicdomain
instrument
. .
that
would
remedy
these
shortcomings
and
en-
able
teachers
to
&"
'
attitude
evels
efficient-
ly
and
reliably.
This
article
presents
that
instrument
along
with
a
(T
ofitsdevel-
opment
and
suggestions
for
its
use.
Development
of
the
Scale
Several
inipottant
criteria
were
established
to
guide
he
development
of
the
'
-
t.
The
Used
with
permission of
the
International
Reading
Association
43
1990
InternationalReading
Association
-
www.reading.org
McKenna, M.C., & Kear, D.J. (1990, May). Measuring attitude toward reading: A new tool for teachers.The Reading Teacher, 43(8), 626-639. http://dx.doi.org/10.1598/RT.43.8.3Copyright © International Reading Association. All rights reserved.

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