Adolescents’ Reading Attitude and Its Relationship to Reading Behavior and Strategy Use

• In Event: Poster Session 4
  In Poster Session: Language Instruction and Assessment

Abstract

We tested a structural model of reading attitude and its relationship to reading behavior and the use of learning strategy, using the Programme for International Student Assessment (PISA) dataset. Gender, home literacy resources, and parent-related variables functioned as effective
foretellers of the adolescents’ reading attitudes. Having positive attitudes toward reading helped the students frequently utilize memorization, elaboration, and control strategies. Parental support for reading and teachers’ instructional strategies were also positive predictors of the students’ learning strategy use. Although the parent and teacher variables could not predict the adolescents’ reading behaviors directly, they did so indirectly by bringing about changes in the adolescents’ reading attitudes. Reading attitude thus emerged as a significant mediator of external influences on adolescents’ reading engagement.

Authors

• Hyo Jin Lim, Chonbuk National University

• Yeon-kyoung Woo, Korea University(bMRI)