Routledge; , — References Ajzen I. The transition to high school:
Motivation for reading comprehension.
National Center for Education Statistics
Nevertheless, the results of these studies suggest that, as far as academic reading is concerned, reading attitudes remain the same, whatever the medium McKenna et al.
This cross-sectional study revealed an overall negative trend in attitudes toward reading across these grades.
Items 6, 9, and 10 judged similar.
They also believed they would learn more from a book than from the Internet.
Before collecting these data, the participating research assistants met with the principal researcher for a 3-h training session, and were given a data collection protocol to follow, to ensure that the procedure was rigorously implemented.
In our study, where the pupils were unselected, attitudes toward leisure reading continued to decline in middle school, but less steeply than before.
Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading.
Immekus , University of Louisville, United States.
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These authors postulated that this result reflected the tendency of middle-school teachers to incorporate technology into teaching in much the same way as they do printed texts.
One cross-sectional study did explore differences in reading attitudes across Grades 1 to 12, but in a very specific population:
Future research should therefore address this issue.
Moreover, although sex-related differences i.
Our study was therefore intended to describe differences in attitudes toward reading in North America, but among French-speaking pupils.
Mallette New York, NY:
As a group, participants were predominantly French-speaking students from Quebec Canada , reflecting the school boards from which they came.
How do you feel when you read a book on a rainy Saturday?
Nor did our study design allow us to explain the sex-related difference in attitudes toward reading.