Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES).
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| Title: | Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES). |
|---|---|
| Authors: | Cubillos, Montserrat1 montserratcubillos@udd.cl, Zegers, Mónica2 monica.zegerslarrain@ucsf.edu, Inciarte, Himilcon3 himilcon_inciarte@berkeley.edu |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr-Jun2025, Vol. 60 Issue 2, p1-16. 16p. |
| Subject Terms: | *Engaged reading, *Item response theory, *Teenagers, *Education, Rasch models |
| Abstract: | This study aimed to design and validate the Teacher‐Reported Reading Engagement Survey (TRRES) to complement self‐reported measures and comprehensively assess reading engagement among adolescents. Drawing insights from literature and expert feedback, a new 10‐item Likert scale instrument was created, capturing three facets of reading engagement: behavioral, social, and cognitive (Lee et al., 2021). A sample of 534 low‐income 8th and 9th graders from Santiago, Chile, was used to assess TRRES's reliability for educational settings. Face validity was confirmed through expert reviews and exit interviews. Internal validity was rigorously assessed with Item Response Theory (IRT). Specifically, a polytomous Rasch model confirmed a unidimensional construct. For reliability measures, Expected A Posteriori (EAP) and Cronbach's alpha were used, resulting in very high reliability (EAP = 0.83; alpha = 0.96). To increase TRRES' practical use among teachers, a 3‐item version (TRRES‐A) was evaluated following criteria of being short and easy to use, yielding high reliability (EAP = 0.79; alpha = 0.87). Results highlight TRRES‐A as a short, practical, and highly reliable screener for measuring reading engagement through adolescence. The initial 10‐item version, suitable for qualitative purposes, complements the shorter version's practicality. Limitations include the TRRES's constrained sensitivity in distinguishing students with low levels of engagement, emphasizing the need for fine‐grained analyses that yield this type of finding and inform stakeholders' decisions when choosing an instrument. Findings suggest valuable applications for educators, researchers, and policymakers seeking nuanced insights into reading engagement among adolescents. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184680250 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cubillos%2C+Montserrat%22">Cubillos, Montserrat</searchLink><relatesTo>1</relatesTo><i> montserratcubillos@udd.cl</i><br /><searchLink fieldCode="AR" term="%22Zegers%2C+Mónica%22">Zegers, Mónica</searchLink><relatesTo>2</relatesTo><i> monica.zegerslarrain@ucsf.edu</i><br /><searchLink fieldCode="AR" term="%22Inciarte%2C+Himilcon%22">Inciarte, Himilcon</searchLink><relatesTo>3</relatesTo><i> himilcon_inciarte@berkeley.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr-Jun2025, Vol. 60 Issue 2, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engaged+reading%22">Engaged reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Item+response+theory%22">Item response theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rasch+models%22">Rasch models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aimed to design and validate the Teacher‐Reported Reading Engagement Survey (TRRES) to complement self‐reported measures and comprehensively assess reading engagement among adolescents. Drawing insights from literature and expert feedback, a new 10‐item Likert scale instrument was created, capturing three facets of reading engagement: behavioral, social, and cognitive (Lee et al., 2021). A sample of 534 low‐income 8th and 9th graders from Santiago, Chile, was used to assess TRRES's reliability for educational settings. Face validity was confirmed through expert reviews and exit interviews. Internal validity was rigorously assessed with Item Response Theory (IRT). Specifically, a polytomous Rasch model confirmed a unidimensional construct. For reliability measures, Expected A Posteriori (EAP) and Cronbach's alpha were used, resulting in very high reliability (EAP = 0.83; alpha = 0.96). To increase TRRES' practical use among teachers, a 3‐item version (TRRES‐A) was evaluated following criteria of being short and easy to use, yielding high reliability (EAP = 0.79; alpha = 0.87). Results highlight TRRES‐A as a short, practical, and highly reliable screener for measuring reading engagement through adolescence. The initial 10‐item version, suitable for qualitative purposes, complements the shorter version's practicality. Limitations include the TRRES's constrained sensitivity in distinguishing students with low levels of engagement, emphasizing the need for fine‐grained analyses that yield this type of finding and inform stakeholders' decisions when choosing an instrument. Findings suggest valuable applications for educators, researchers, and policymakers seeking nuanced insights into reading engagement among adolescents. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.611 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Engaged reading Type: general – SubjectFull: Item response theory Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Education Type: general – SubjectFull: Rasch models Type: general Titles: – TitleFull: Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cubillos, Montserrat – PersonEntity: Name: NameFull: Zegers, Mónica – PersonEntity: Name: NameFull: Inciarte, Himilcon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19362722 Numbering: – Type: volume Value: 60 – Type: issue Value: 2 Titles: – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.) Type: main |
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