Exploring Reader Profiles: The Influence of Attitudes and Teacher Support in Shaping Successful Readers

• In Event: Cognition and Motivation in Reading Instruction and Achievement

Abstract

Reading comprehension is partially determined by student attitudes, behaviour, and the learning environment. These factors often co-occur but can also diverge (e.g., a highly engaged student in an unsupportive classroom). We used latent profile analysis and national reading assessment data to examine reader profiles based on self-efficacy (attitude), engagement (behaviour), and teacher support (environment). We also used historical performance data to account for prior ability. The results suggested that the profile indicators did tend to co-occur, however there were also dissociations particularly between teacher support and the other indicator variables. The profiles significantly predicted reading comprehension. Interestingly, we found the best performing profile was one of solo thrivers – students with high self-efficacy and engagement, but only modest teacher support.

Authors

• Kit Spenser Double, University of Oxford

• Rebecca J. Collie, University of New South Wales

• Joshua Aaron McGrane, University of Oxford

• Therese N. Hopfenbeck, University of Oxford