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Reading Attitude as a Mediator between Contextual Factors and Reading Behavior

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Title: Reading Attitude as a Mediator between Contextual Factors and Reading Behavior
Language: English
Authors: Lim, Hyo Jin, Bong, Mimi, Woo, Yeon-Kyung
Source: Teachers College Record. 2015 117(1).
Availability: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Peer Reviewed: Y
Page Count: 36
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Attitudes, Context Effect, Student Behavior, Parent Child Relationship, Parent Attitudes, Reading Instruction, Learning Strategies, Structural Equation Models, Reading, Predictor Variables, Educational Strategies, Student Attitudes, Adolescents, Foreign Countries
Geographic Terms: South Korea
Assessment and Survey Identifiers: Program for International Student Assessment
ISSN: 0161-4681
Abstract: Background: Among the factors known to influence reading development and performance, attitude toward reading is shown to be particularly critical for developing learners. Reading attitude (McKenna, 1994; McKenna et al., 1995) enhances independent reading, levels of engagement in classroom reading activities, and the amount and variety of topics in reading, which in turn influence reading skills and strategies. Reading attitude is an important element in students' active engagement and achievement in reading. Purpose: The first purpose of this study was to test whether Korean students' home literacy resources, parental support and parents' reading attitude, and teachers' use of instructional strategies in relation to reading could predict Korean students' reading attitude. The second purpose was to test a model linking family-and school-related factors, reading attitude, and reading behaviors and learning strategy use as outcomes. Specifically, we hypothesized that positive and negative attitudes toward reading would mediate the relationships between home, parent, and teacher variables and reading outcomes. Design: Using a nationally representative sample from the PISA 2009 database, we tested two structural equation models. Because there were two categories of outcomes examined in this study, we fitted the model separately for each outcome category. The first model (Reading Behavior Model) included reading activities such as reading for enjoyment, reading diversity, and online reading as outcome variables. The second model (Learning Strategy Model) shared the same model structure with the first one except that the outcome variables were use of learning strategies such as memorization, elaboration, and control. In both models, reading attitudes were hypothesized to mediate the relationship between contextual factors (i.e. gender, home resources, parental and teacher influences) and the reading/learning outcomes. Conclusions: Gender, books and other types of literacy resources in the home, and parents' attitudes toward reading functioned as consistent predictors of Korean students' positive and negative attitudes toward reading. Among the contextual factors, parents' reading attitude and parental support for reading directly as well as indirectly predicted students' reading behaviors via students' reading attitude. Parental support for reading and teachers' instruction and assignment strategies in reading directly predicted students' use of learning strategies as well. Positive attitudes toward reading also predicted students' use of memorization, elaboration, and control strategies. Thus, reading attitude was an important mediator between parent-and teacher-related contextual factors and reading/learning engagement of Korean adolescents.
Abstractor: As Provided
Entry Date: 2015
Access URL: https://www.tcrecord.org/Content.asp?ContentId=17715
Accession Number: EJ1056714
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: Reading Attitude as a Mediator between Contextual Factors and Reading Behavior
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2015 117(1).
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  Data: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
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  Data: 0161-4681
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  Data: Background: Among the factors known to influence reading development and performance, attitude toward reading is shown to be particularly critical for developing learners. Reading attitude (McKenna, 1994; McKenna et al., 1995) enhances independent reading, levels of engagement in classroom reading activities, and the amount and variety of topics in reading, which in turn influence reading skills and strategies. Reading attitude is an important element in students' active engagement and achievement in reading. Purpose: The first purpose of this study was to test whether Korean students' home literacy resources, parental support and parents' reading attitude, and teachers' use of instructional strategies in relation to reading could predict Korean students' reading attitude. The second purpose was to test a model linking family-and school-related factors, reading attitude, and reading behaviors and learning strategy use as outcomes. Specifically, we hypothesized that positive and negative attitudes toward reading would mediate the relationships between home, parent, and teacher variables and reading outcomes. Design: Using a nationally representative sample from the PISA 2009 database, we tested two structural equation models. Because there were two categories of outcomes examined in this study, we fitted the model separately for each outcome category. The first model (Reading Behavior Model) included reading activities such as reading for enjoyment, reading diversity, and online reading as outcome variables. The second model (Learning Strategy Model) shared the same model structure with the first one except that the outcome variables were use of learning strategies such as memorization, elaboration, and control. In both models, reading attitudes were hypothesized to mediate the relationship between contextual factors (i.e. gender, home resources, parental and teacher influences) and the reading/learning outcomes. Conclusions: Gender, books and other types of literacy resources in the home, and parents' attitudes toward reading functioned as consistent predictors of Korean students' positive and negative attitudes toward reading. Among the contextual factors, parents' reading attitude and parental support for reading directly as well as indirectly predicted students' reading behaviors via students' reading attitude. Parental support for reading and teachers' instruction and assignment strategies in reading directly predicted students' use of learning strategies as well. Positive attitudes toward reading also predicted students' use of memorization, elaboration, and control strategies. Thus, reading attitude was an important mediator between parent-and teacher-related contextual factors and reading/learning engagement of Korean adolescents.
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      – Text: English
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      Pagination:
        PageCount: 36
    Subjects:
      – SubjectFull: Reading Attitudes
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      – SubjectFull: Context Effect
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      – TitleFull: Reading Attitude as a Mediator between Contextual Factors and Reading Behavior
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