Language Arts Achievement Level, Attitude Survey Format, and Adolescents Attitudes toward Reading.Reportar como inadecuado

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Numerous studies have focused on attitudes toward reading and how to measure such attitudes. The present study examined the effects of both the survey format and the reading abilities of 82 sixth graders at a middle school in McDuffie County, Georgia. Since all of the students had taken the Iowa Tests of Basic Skills, the language arts composite scores of those tests were used to group the students into categories: below average, average, and above average. Two formats of the attitude survey were used, one with the Likert-type scale (four options), the other with a pictorial representation of the Likert-type scale using sketches of the comic strip character, Garfield, as very happy, slightly smiling, mildly upset, or very upset. Results showed that student ability did not significantly affect attitude test scores. However, the main effect due to format was significant; the Likert-type format produced significantly higher scores than the Garfield format. The interaction between ability level and format also was significant. Tukey's tests indicated that there was no significant difference between attitudes of above average students given the Likert-type scale and above average students given the Garfield format. However, average students and below average students both had significantly higher attitude scores when they were given the Likert-type format than when they were given the Garfield format. Findings suggest that attitude responses of adolescents can be manipulated by varying the survey format. (Includes three tables of data and the survey instrument.) (TB)

Descriptors: Academic Achievement, Grade 6, Intermediate Grades, Language Arts, Middle Schools, Reader Response, Reading Attitudes, Reading Research, Reading Tests, Student Attitudes, Student Surveys

Autor: Ryan, Bazy E. B.; Smith, Lyle R.


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