Sentence examples for reading attitude from inspiring English sources
As reviewed above, prior research has generally demonstrated a close relationship between reading-related affective factors (i.e., reading attitude, reading motivation, and reading self-concept) and reading attainment.
Reading attitude has been conceptualized as a multidimensional construct (Mathewson [1994]), and quite different types of reading attitude are reported in various studies, such as recreational attitude and academic reading attitude in the study by McKenna et al. ([2012]).
He gave her a sticker reading "Attitude is everything," and told her to post it on the bathroom mirror so her husband could see it after serving his sentence.
Swalander and Taube ([2007]) found that reading attitude influenced reading ability.
Gender differences in reading attitude are evident in all four countries.
Many of the above studies imply a causal association between reading attitude and reading attainment (Schofield [1980]), leading researchers to regard reading attitude as an affective stimulant of reading development (see, in this regard, McKenna et al. [1995]).
Considering the measurement invariance for the instrument Students' Attitude Toward Reading, gender differences in reading attitudes are apparent in all countries, with girls showing a significantly more positive attitude toward reading than boys.
Another predictor that shows a significant interrelation with reading attitudes is the Parents Like Reading scale for girls and boys in France and the Netherlands and for boys in Germany.
Most research concerning reading attitudes focuses on the relationship between reading attitudes and reading achievement (Abu-Hilal 2000; Cheung et al. 2017; Chiu and Chow, 2015; Petscher 2010).
In reading research, the concept of reading attitudes has attracted particular attention in the last two decades.
Few studies examined whether children from immigrant and ethnic minority families show different levels of reading attitudes and reading engagement.
