Adolescent Home Reading Behavior: A Latent Class Analysis of Student Reading Engagement

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

Student reading behavior was analyzed using large-scale provincial testing data in order to better understand student reading engagement. An exploratory latent class analysis was performed, proposing a three-class solution for Ontario high school student reading engagement: limited engaged readers (n = 33380, 20%), middle engaged readers (n = 121456, 73%) and highly engaged readers (n = 10551, 6%) The three classes were distinct, with no overlap across groups. Further analyses were performed in order to understand group characteristics. Implications are discussed.

Author

• Megan Vincett, University of Toronto