Developmental Changes in Reading Attitudes during the Intermediate Grades

AbstractA Survey of Reading Attitudes was administered to 431 intermediate grade students enrolled in three inner-city elementary schools which are part of the Columbus (Ohio) Public Schools. The Survey is a multidimensional instrument which provides measures for eight different dimensions of reading attitude. An ANOVA was performed on scores for each of the eight dimensions to identify developmental changes in reading attitude during the intermediate grades. The results of the ANOVA’s and post hoc comparisons indicated significant patterns of change for the following dimensions: Expressed Reading Difficulty, Reading as Direct Reinforcement, Silent vs Oral Reading, and Comics. In contrast, the Reading as Enjoyment, Alternative Learning Modes, and Reading Group dimensions failed to show appreciable developmental changes. Notes1. This article is baS!;ld on a dissertation submitted to The Ohio State University by the senior author in partial fuliillment of the requirements for the Ph.D. degree.