This study investigated the relationship between reading motivation, reading self-concept, reading attitude and reading fluency in the fourth and fifth grade years. The sample consisted of 375 students (N = 187 males and N= 188 female) were administered the Test of Motivation to Read, Reading Self-Concept, Reading Attitude and Reading Fluency. The specific question addressed was: what is the as...

The objectives of this study were to investigate Engineering students’ attitudes and problems in academic reading comprehension and to determine the contribution of academic reading attitude, breadth and depth of vocabulary knowledge to academic reading comprehension. The participants were 122 undergraduate students of Engineering at Iran University of Science and Technology. The Vocabulary Lev...

ôbjective: the current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the barton intervention program. methods: dyslexia screening instrument and reading text were employed in order to identify dyslexic students. the population of the study included 138 dyslexic students studyi...

According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs....

Results from the 2006 Progress in International Reading Literacy Study (PIRLS) show that for New Zealand’s Grade 4 students, those with a more positive attitude to reading tended to have higher reading literacy achievement (Chamberlain, 2007; Mullis, Martin, Kennedy, & Foy, 2007). However, in their analysis of PIRLS data English-speaking countries, Gnaldi, Schagen, Twist, and Morrison (2005), s...

This quasi-experimental mixed methods study examined the use of ereaders during guided reading instruction and its impact on 5th grade students’ reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students received guided reading instruction by means of e-rea...