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    Under which conditions does reading attitude most influence reading achievement?

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    TETDEDXHood-temple-0225E-12245.pdf
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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Hood, Nicholas Robert
    Advisor
    Booth, Julie L.
    Committee member
    DuCette, Joseph P.
    Smith, Michael W. (Michael William), 1954-
    Farley, Frank
    Ikpa, Vivian W.
    Department
    Educational Psychology
    Subject
    Education
    Educational Psychology
    Reading Achievement
    Reading Attitude
    Student Gender
    Teacher Gender
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3022
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3004
    Abstract
    Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.
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