33
possible link to improving students’ feelings about reading. Paulson (2006) stressed the correlation between academic reading and reading for fun when he said:
While traditional college developmental reading approaches help students improve some aspects of their study habits, there may be little or no change in their view of reading in general, and no change in their reading habits overall. Without changing students’ views of themselves as readers and their reading habits, college develop-mental reading instructors may be contri-buting to students’ views of reading as something unenjoyable that is done out of necessity from time to time, like changing the oil in a car. Without “reading for read-ing’s sake,” students are missing a vital element in their development as college students—students who read only what is necessary for class and do not read for choice, usually do not improve as effective and efficient readers. (p. 56)
Placing more emphasis on the joys
and benefits of reading and read-
ing well, both academically and
independently, may result in a
more significant link between
students’ reading attitudes and
reading achievement and turn
those negative attitudes into
positive ones for a more successful
future.
References
Alexander, J.E., & Cobb, J. (1992). Assessing
attitudes in middle and secondary schools
and community colleges. Journal of Reading,
36(2), 146-149.
Bingman, M.B., & Ebert, O. (2000). “I’ve come a
long way:” Learner-identified outcomes of
participation in adult literacy programs
(NCSALL Reports #13). Retrieved from
http://www.ncsall.net/fileadmin/resources/
research/report 13.pdf
Givens, S.M. (2010). Using affective
assessment to understand our students’
identities as readers (and non-readers).
Inquiry, 15(1), 5-19.
Hall, L.A. (2005). Struggling readers and
content area text: Interactions with and
perceptions of comprehension, self, and
success. Research in Middle Level Education
Online, 29(4), 1-19.
Lenters, K. (2006). Resistance, struggle, and the
adolescent reader. Journal of Adolescent &
Adult Literacy, 50(2), 136-146.
Nash-Ditzel, S. (2010). Metacognitive reading
strategies can improve self-regulation.
Journal of College Reading and Learning, 40
(2), 45-63.
Partin, K., & Hendricks, C. (2002). The relation-
ship between positive adolescent attitudes
toward reading and home literary environ-
ment. Reading Horizons, 43(1), 61-84.
Paulson, E. (2006). Self-selected reading for
enjoyment as a college developmental
reading approach. Journal of College Reading
and Learning, 36(2), 51-58.
Paulson, E. (2011). Mountains and pit bulls:
Students’ metaphors for college transitional
reading and writing. Journal of Adolescent &
Adult Literacy, 54(7), 494-503.
Shaw, D.M., & Disney, L. (2012). Expanding
access, knowledge, and participation for
learning disabled young adults with low
literacy. Journal of Research & Practice for
Adult Literacy, Secondary & Basic Education,
1(3), 148-160.
Smith, C. (1990). A longitudinal investigation
of reading attitude development from
childhood to adulthood. Journal of
Educational Research, 83(4), 215-219.
Tarelli, I., & Stubbe, T.C. (2010). Home literacy
environment and reading achievement: A
model for determining the relationship
between socioeconomic status, home
literacy environment and reading achieve-
ment. Retrieved from http://www.iea.nl/
fileadmin/user_upload/IRC/IRC_2010/
Papers/IRC2010_Tarelli_Stubbe.pdf
Tullock-Rhody, R., & Alexander, J. (1980). A
scale for assessing attitudes toward reading
in secondary schools. Journal of Reading,
23, 609-614.
Wigfield, A., & Eccles, J.S. (1994). Children’s
competence beliefs, achievement values,
and general self-esteem. Change across
elemen-tary and middle school. Journal of
Early Adolescence, 14(2), 107-138.