Date of Award
Educational Specialist (EdS)
Department of Graduate Psychology
The purpose of this study was to examine the influence of self-reported attitudes toward and practices of at-home reading on English reading abilities in English Language Learners in 3rd through 5th grade. Students' English reading abilities were measured in terms of fluency, vocabulary/background knowledge, and comprehension. Scores from the school district's reading benchmarks and English language mastery test were also obtained. Attitudes toward both academic and recreational reading were assessed, and a survey was administered to obtain information regarding students' self-reported at-home practices of reading and access to reading materials. Data was collected in early spring and again in late spring. Data was analyzed using correlation and comparison of means. Although hypotheses were not supported in the current research, additional potentially beneficial observations were made. In particular, these participants had more positive attitudes toward both academic and recreational reading than their same aged peers. Also notable was that participants' academic reading interest was higher than their recreational reading interest. Finally, while many students reported that they enjoy taking reading tests and being asked to answer questions related to their reading by teachers, students overwhelmingly reported that they disliked having to read in front of the class. Lack of supported hypothesis was likely due to several factors including (1) small sample size, (2) lack of between-participant variability, and (3) limited elapsed time between the pre- and post-measures. Future research should expand upon the limitations of the current study.
Akers, Sarah M., "Self-Reported Practices of and Attitudes Toward Reading Among Elementary-Aged English Language Learners" (2014). Educational Specialist. 28.