An exploration: Attitude acquisition and reading instruction

The purpose of this paper is to provide a theoretical description of attitude acquisition, an overview of the nature of attitude, including factors influencing attitude development, and suggestions for addressing attitude in designing reading instruction. Attitude may be defined as a behavioral product resulting from multiple experiences with events or ideas. The behavioral response is learned, and is determined by social expectations regarding behavior, or in some circumstances, consequences for behavior. One theoretical model illustrates that expectations and consequences from one's culture have the greatest influence on beliefs, and that attitudes are the result of beliefs which are finely‐tuned by culture. Factors affecting attitude development center on both home and school environments, student interests, academic achievement, and the attitudes of adults in students’ lives. Several informal assessments are described which are designed to monitor attitude development, and teacher behaviors are suggested for developing and maintaining positive attitudes.