However, children's reading attitudes are learned behaviors, not innate traits, which means they can be positively influenced. This means that attitudes can be changed both positively and negatively.
Understanding a person's reading attitude is crucial for promoting reading, as it greatly influences their willingness to read.
Michael McKenna tried to understand how positive and negative reading attitudes are formed, so he created a model that summarizes lessons from his own and others' research.
In this article, we will explore his findings.
Understanding the Concept of Reading Attitudes in Children
An attitude is entirely determined by one's beliefs and experiences.
According to McKenna's model, the formation of reading attitudes is primarily driven by three factors:
- beliefs or ideas about the benefits of reading, for example whether reading is a fun or boring pastime
- assessments of social norms; if others think reading is boring, you are more likely to adopt the same attitude.
- personal reading experiences.
Reading abilities significantly influence children's reading attitudes and in turn, their overall academic performance. When you are good at something, you tend to appreciate it more.
However, simply developing reading skills is not enough to foster reading engagement and a positive reading attitude in children.
If you believe that reading is not beneficial or that there are more enjoyable ways to spend your time, you will avoid reading.
Emotions can impact the development of reading skills. For example, if reading is uninteresting or not a part of your daily routine, you may read less.
Reading becomes more difficult and less enjoyable, leading to a negative attitude towards it. We now refer to this phenomenon as the negative reading spiral.
Key Principles of McKenna’s Research on Children's Reading Attitudes
McKenna’s survey included 18,000 kids from 229 schools across the US, ranging from years 5 to 12. Pupils were given the Elementary Reading Attitude Survey, which asked about their views towards reading in class and reading at home.
To answer each question, participants could select one of four images of the comic strip hero Garfield, depicting him smiling, happy, frowning, or sad.
McKenna's study explored how reading attitudes, skills, gender, and ethnicity influence children's reading behaviors and overall academic achievement.
The study found a consistent declining tendency in the reading attitude across the school years. This is especially true for reading at school, with a slightly less steep curve for leisure reading.
In year 5, pupils still have a positive or neutral attitude towards reading. By the end of year 12, their attitudes are indifferent or negative.
This trend applies to all pupils, regardless of their reading ability. There are few distinctions in this regard among the pupils of year 12.
Reading skills play a larger part in leisure reading. Poor reading abilities continually result in frustrating reading experiences, which is not conducive to a positive reading attitude.
Gender differences in reading attitudes reveal that girls typically have a more positive outlook on reading than boys. Is this because girls are better readers?
The disparities persist even after removing this element. McKenna suggests that social norms may play a role in this disparity: whereas reading is considered less popular among boys, it is more acceptable among girls. This was also validated in subsequent study.
Additionally, girls have more reading role models. Boys who lack male reading role models may view reading as a feminine activity, which can negatively impact their reading motivation.
McKenna and colleagues conducted studies on white, African-American, and Hispanic-American pupils. However, there was little correlation between ethnicity and reading attitude.
Almost all teachers in McKenna's study used reading series designed specifically for the classroom. These reading books align with what pupils need to learn, but may lack story depth. Reading becomes less enjoyable as a result.
McKenna saw little influence on readers' attitudes. Recent research indicates that the style of teaching can impact pupils' attitudes and motivation.
Encouraging positive reading experiences, providing role models, and delivering engaging reading education can significantly enhance children's attitudes towards reading.
Related article: Thematic reading instruction: the key to unlocking reading motivation
McKenna conducted a survey to explore factors influencing the development of reading attitudes. According to the article, the most effective technique to persuade book haters and avoiders is to present them with experiences that contradict their ideas and expectations.
Try to find them a book they enjoy reading. If this happens frequently enough, people may change their attitude. Teachers can use these methods to positively alter attitudes.
Strategies for Supporting and Fostering Positive Reading Attitudes in Children
A positive reading attitude can increase the intention to start reading. Whether this happens relies on several factors.
For example, providing access to engaging books and having someone nearby to recommend great reads can create a supportive reading environment that nurtures children's reading attitudes.
Do you have a peaceful space to read, or is the classroom too noisy? As a reading promoter, try to support them in all these areas to make it easy for willing readers.
According to McKenna's survey, pupils' reading attitudes tend to worsen as they progress through school. However, there is a positive aspect to consider: a reading attitude may be modified, rather than being innate.
Attitudes can be positively influenced by positive reading experiences, engaging role models, and inspiring reading teaching.
A school culture that values books and encourages teachers to share their reading experiences might positively impact pupils’ attitudes towards reading.
This research highlights the importance of early intervention in developing positive reading attitudes in children, which is crucial for their long-term academic success.
In year 5, most kids have a favorable or neutral attitude towards reading. After that, the situation becomes worse. Changing a bad reading attitude is more challenging for older pupils.
Practical Classroom Examples: How Teachers Encourage Positive Reading Attitudes
Educators find that offering pupils the freedom to choose their own books significantly enhances their reading experience and boosts reading motivation.
Having their own school library and tracking their reading behavior with the School Library App is also beneficial. This allows teachers to help them to make timely modifications.
After selecting a book, the teacher ensures it is appropriate for the pupils’ reading level. If unsure, initiate a brief chat about the age and reading level of the text. Can the pupil read it?
If they agree that it's too difficult or too easy, they return to the cabinet. What appeals to the pupil about the cover, title, and subject?
If a pupil is really interested in a book that might be too hard for them, you can let them try. If they enjoy the story, they are more willing to push through.
It is beneficial for youngsters to learn for themselves that a book does not "match" so that they can make better choices the following time.
However, when the pupil is not intrinsically motivated to read a specific book, try to match the level with the reading skills of the pupil.
Also read: How to Help Pupils Pick the Perfect Book: A Simple 3-Step Process for Teachers
It is often assumed that boys are less eager to read than girls.
Teachers can set an excellent example by reading a book themself during leisure reading. You can explain to pupils what you’re reading, your motivation for reading, and your initial thoughts on the book.
Pupils can enhance their reading experience by bringing a pillow, soft toy or torch and sitting in their preferred location, such as under the table or on the cabinet. This way, reading becomes a form of outing.
Classroom Strategies for Enhancing Children's Reading Attitudes and Achievement
McKenna and colleagues' research provides techniques for favorably influencing pupils' attitudes towards reading.
As a 5th year teacher, you must not only teach pupils to read but also foster their enjoyment of it. The majority of pupils in your class still have a positive or neutral attitude towards reading.
Continue to engage them with entertaining stories and literature. Continue to read aloud from a variety of books, including both entertaining and educational stories.
This approach allows pupils to feel the benefits of books, such as joy and recognition. Even in larger gatherings, paying attention to books and reading aloud is crucial.
Above all, engage in frequent book-related discussions. This approach not only demonstrates the need of reading, but also reveals individual attitudes towards it.
Some pupils may argue that reading is foolish, dull, or typical for girls. This way you learn more about their attitude and can start a conversation about it.
Key Takeaways: Shaping Positive Reading Attitudes
- During primary school, pupils tend to develop negative attitudes towards reading.
- A negative attitude towards reading can be learnt and changed.
- Strong reading skills promote a positive reading mindset.
- Intervene early to preserve a positive mindset, which is easier than changing a negative one.
- Provide boys with male role models when they read.
Next up in this series: Evidence-based Insights on Print Exposure: Entice Pupils to Read More