Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Alexander, D. G.
Right arrow Articles by Engin, A. W.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Dimensions of Reading Attitude of Primary Students

Douglas G. Alexander

Richland County School District One, South Carolina

Ann W. Engin

University of South Carolina

The Survey of Reading Attitudes-Primary Level (SRA) was administered orally to 269 first-grade, 240 second-grade, and 236 third-grade students. The responses to the 85-item survey were factored separately by grade by using a principal factor method with varimax rotation. Five factor dimensions were obtained which could be equated to dimensions reported in studies with intermediate grade students who responded to an intermediate form of the SRA. These factor dimensions included: Expressed Reading Difficulty, Reading as Direct Reinforcement, Reading Enjoyment, Comics, and Alternative Learning Modes. The Expressed Reading Difficulty and Comics dimensions were obtained for all three grades. Although the Reading as Direct Reinforcement and Reading Enjoyment Dimensions were obtained for both the second- and third-grade samples, these two dimensions merged to form a single dimension for the first-grade sample. The Alternative Learning Modes dimension emerged only for the third-grade sample. The results provided evidence for the multidimensionality of primary students' reading attitudes. Grade differences in the obtained factor structures may reflect the differentiation of reading attitudes as a result of developmental processes and/or the greater differentiation of reading experiences as the student matures and progresses through school.

Educational and Psychological Measurement, Vol. 46, No. 4, 887-901 (1986)
DOI: 10.1177/001316448604600409
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?