Assessing the validity and reliability of the Persian version of the Isakson and et al. Reading Attitude Questionnaire

Purpose: This study Accomplished to evaluate the adequacy of psychometric properties and validate the Isaacson Reading Attitude Questionnaire. Isaacson et al. (2016) designed The Attitude Towards Academic Reading Questionnaire. Method: To validate this tool, apparent and content validity indices were measured. Also, confirmatory factor analysis was utilized to evaluate the validity of the structure. Multi-value question-answer models were used to analyze the questionnaire items and to assess the reliability of Cronbach's alpha index were used. Fundings: In the development of this tool, using a structure with three factors has been, which are: academic reading behaviors, self-efficacy in academic reading, and evaluation for academic reading. The appearance validity of the questionnaire items was confirmed, and the content validity test showed a logical relationship between items and factors. Confirmatory factor analysis for these three factors showed that this model creates proper structural factors to measure the attitude to academic reading and exists a good fit between this proposed model and experimental data. The items of this questionnaire, while having a good fit with the multi-valued answer question models, have the appropriate clean power at different levels of people's attitudes. Examination of the reliability coefficient in this questionnaire showed that both the factors individually and the questionnaire, in general, are at a desirable level of stability and reliability. Originality/value: There is no suitable tool in the Persian language that can assess the attitude towards academic reading well. Therefore, can be seen the vacancy of appropriate tools in this area. This tool can be used in educational research to assess the causes of academic achievement or decline of students, as well as to study their study and learning styles. The most common use of this tool in tests is to measure reading ability at the beginning of reading improvement courses in schools and universities or other reading education intervention programs.