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AbstractUsing the Primary Pupil Reading Attitude Inventory with first and third graders, the relationships between attitude toward reading and achievement, sex, and grade placement were investigated. Also the stability of attitude scores over a period of time was studied. The results indicated that attitude was significantly related (p<.05) to Paragraph Meaning but not to Word Reading subtests of the Stanford Achievement Tests. Attitude scores were significantly higher for girls than for boys (p<.0001). Grade level was not significantly related to attitude when achievement was held constant. Attitude scores remained stable from spring to fall.
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Askov et al. (1973) studied this question.
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