2- Reading Attitude
First Assessment: “Motivation to Read Profile”
Source:
Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing Motivation To Read. <i>The Reading Teacher,</i> <i>49</i>(7), 518-533. Retrieved January 29, 2015, from http://www.fatih.edu.tr/
The first assessment on Reading Attitude I chose was published as part of an article about reading motivation assessment in the journal “The Reading Teacher” in 1996. While I understand that there are more recent versions of the assessment, I decided to use this version because it was readily available at varied online sources at no cost. The assessment is designed for 2 – 6 grade students.
This formal assessment is done using a quantitative and qualitative approach to the results. It is applied individually. There are two parts to it: the Reading Survey, which consists of 20 questions with four multiple choice answers each and the Conversational Interview, with 14 questions led by the teacher in a one-on-one interview.
According to the article, the objective of the assessment is to evaluate two aspects of reading motivation: the reader’s self-concept (how competent the reader believes himself to be) and the value they put on reading (how important the individual believes reading is and the reason they do it).
I believe that the two aspects that they focus on are crucial for educators trying to determine how to better engage students in reading and to provide information about the students’ view of their abilities as a readers. As mentioned on the article, the test is individualized and can help students who are struggling and it can also allow for an understanding of the classroom reading attitude as a whole, which helps teachers in planning and creating strategies that will help address both particular cases and the class in its entirety. The test was field-tested in several schools and varied grades to prove its validity.
Click on this link for assessment.
Click on this link for article.
Second Assessment: Elementary Reading Attitude Survey
Source:
Kear, D., & McKenna, M. (1990). Measuring Attitude Toward Reading: A new Tool for Teachers. <i>The Reading Teacher,</i> <i>43</i>(9), 626-639. Retrieved January 29, 2015, from http://www.leadtoreadkc.org/wp-content/uploads/2012/12/Professor-Garfield-reading-survey-used-by-Lead-to-Read-KC.pdf
The second assignment I selected was the Elementary Reading Attitude Survey. This is a well-known assessment that utilizes easy-to-understand pictures and it is a great tool for evaluating young children. Since the first assessment I chose was directed to students 2- 6 grade, I decided to add to my portfolio a formal assessment directed to younger children. This assessment is done individually.
The assessment’s norms and the establishment of its validity were based on a sample taken from the entire country, with approximately 18,000 students between grades 1-6 participating.
According to McKenna’s article, the objective of this assessment is to focus on the evaluation of the child’s feelings towards reading in a manner that is intuitive for very young people. Not only can it be used to determine a student’s attitude about reading but also to evaluate a classroom’s general opinion of reading. This would allow teachers to better understand their student’s motivation and create better strategies to teach reading to the class.
Click on this link for assessment.
Click on this link for article.
First Assessment: “Motivation to Read Profile”
Source:
Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing Motivation To Read. <i>The Reading Teacher,</i> <i>49</i>(7), 518-533. Retrieved January 29, 2015, from http://www.fatih.edu.tr/
The first assessment on Reading Attitude I chose was published as part of an article about reading motivation assessment in the journal “The Reading Teacher” in 1996. While I understand that there are more recent versions of the assessment, I decided to use this version because it was readily available at varied online sources at no cost. The assessment is designed for 2 – 6 grade students.
This formal assessment is done using a quantitative and qualitative approach to the results. It is applied individually. There are two parts to it: the Reading Survey, which consists of 20 questions with four multiple choice answers each and the Conversational Interview, with 14 questions led by the teacher in a one-on-one interview.
According to the article, the objective of the assessment is to evaluate two aspects of reading motivation: the reader’s self-concept (how competent the reader believes himself to be) and the value they put on reading (how important the individual believes reading is and the reason they do it).
I believe that the two aspects that they focus on are crucial for educators trying to determine how to better engage students in reading and to provide information about the students’ view of their abilities as a readers. As mentioned on the article, the test is individualized and can help students who are struggling and it can also allow for an understanding of the classroom reading attitude as a whole, which helps teachers in planning and creating strategies that will help address both particular cases and the class in its entirety. The test was field-tested in several schools and varied grades to prove its validity.
Click on this link for assessment.
Click on this link for article.
Second Assessment: Elementary Reading Attitude Survey
Source:
Kear, D., & McKenna, M. (1990). Measuring Attitude Toward Reading: A new Tool for Teachers. <i>The Reading Teacher,</i> <i>43</i>(9), 626-639. Retrieved January 29, 2015, from http://www.leadtoreadkc.org/wp-content/uploads/2012/12/Professor-Garfield-reading-survey-used-by-Lead-to-Read-KC.pdf
The second assignment I selected was the Elementary Reading Attitude Survey. This is a well-known assessment that utilizes easy-to-understand pictures and it is a great tool for evaluating young children. Since the first assessment I chose was directed to students 2- 6 grade, I decided to add to my portfolio a formal assessment directed to younger children. This assessment is done individually.
The assessment’s norms and the establishment of its validity were based on a sample taken from the entire country, with approximately 18,000 students between grades 1-6 participating.
According to McKenna’s article, the objective of this assessment is to focus on the evaluation of the child’s feelings towards reading in a manner that is intuitive for very young people. Not only can it be used to determine a student’s attitude about reading but also to evaluate a classroom’s general opinion of reading. This would allow teachers to better understand their student’s motivation and create better strategies to teach reading to the class.
Click on this link for assessment.
Click on this link for article.