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ERIC Number: EJ1160511
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0013-1881
Young Spanish-English Speaking Children's Reading Attitudes in Relation to Language Skills
Wood, Carla L.; Gabas, Clariebelle M.
Educational Research, v59 n4 p408-425 2017
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance. Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments. Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes. Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida; Kansas
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Elementary Reading Attitude Survey
IES Funded: Yes
Grant or Contract Numbers: R305A130460