The Connection Between Children's Reading Attitudes and Achievement

Did you know that children’s reading attitudes are learned behaviors—not innate traits? This means a child’s willingness to read (and to enjoy reading) can be shaped over time. That willingness can be influenced both positively and negatively by what children see and experience around them.

Understanding a person’s reading attitude is essential for encouraging reading, since it plays a major role in whether someone chooses to open a book at all. To better understand how positive and negative reading attitudes develop, researcher Michael McKenna created a model that brings together insights from his own studies and the work of others.

Let’s dig into his findings together:

Understanding the Concept of Reading Attitudes in Children

Attitudes are entirely determined by beliefs and experiences, and reading attitudes are no exception. 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 viewed as fun, or as a boring pastime.
• Assessments of social norms: If a student’s friends or family members think reading is boring, they’re likely to adopt the same beliefs.
• Personal reading experiences: Whether or not the student has enjoyed reading in the past.

You might have noticed that reading abilities are not on McKenna’s list. Reading abilities significantly influence children's reading attitudes later on, but they don’t encourage kids to love books from the start. This complex relationship is further explored in our article on reading motivation dimensions: relation to behavior and competence.

If a strong reader feels reading doesn’t benefit them or that there are more enjoyable ways to spend their time, they’ll avoid it. If reading feels boring, like it lacks the challenge the student’s mind is craving, they’ll avoid it. If reading interrupts a student’s predictable daily routine, even if they’re good at it, they’ll avoid it.

No matter a child’s reading level, if they experience reading in negative ways, they’re more likely to develop a negative reading attitude. This phenomenon is called the negative reading spiral.

Key Principles of McKenna’s Research on Children's Reading Attitudes

McKenna’s survey included 18,000 kids, ranging from 5-12 years old, from 229 schools across the US. It was meant to explore how reading attitudes, skills, gender, and ethnicity influence children's reading behaviors and overall academic achievement.

They were given the Elementary Reading Attitude Survey, which asked about their views towards reading in class and reading at home. To answer each question, students chose one of four images of the comic strip hero, Garfield, depicting emotions from happy to sad.

The findings:

• Reading attitudes consistently decrease each school year. This is especially true for reading at school, though still clear for leisure reading.
• In year 5, pupils still have a positive or neutral attitude towards reading. Reading attitudes are easily influenced at this age, but it can be more difficult as the years go on.
• By the end of year 12, their attitudes are indifferent or negative. This statistic was not influenced by reading ability; students of all abilities answered similarly.
• Reading skills play a larger role in leisure reading. Lower skills mean less time reading at home, largely due to negative reading attitudes.
• 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? Social norms and a lack of male reading role models may play a role.
• Ethnicity and reading attitude: There is no correlation between ethnicity and reading attitude. McKenna and colleagues included white, African-American, and Hispanic-American students in their study. The data showed that while achievement scores varied (with National Assessment of Educational Progress data often showing gaps where White students score higher on average than Black or Hispanic students), the attitude toward reading remained consistent across these groups when adjusted for other factors.

Teaching style can impact students’ reading attitudes and motivation. If you show your students that reading is fun, they’ll be more likely to enjoy it.

Related article: Thematic reading instruction: the key to unlocking reading motivation

Strategies for Supporting and Fostering Positive Reading Attitudes in Children

As mentioned above, McKenna’s research states reading attitudes can be adjusted. Here are some key strategies to try in your schools when kids need extra support in this area:

• Help students find books individually. It’s important that you don’t only provide access to good books, but you also help each child find the right book to match their skills and interests.
• Create an optimal space for reading. Try creating an environment that encourages reading and makes it easier for readers to succeed.
• Intervene early. Encourage kids to love books from an early age, as it’s easier to adjust reading attitudes for younger students.

Throughout these actions remember to talk about the power of books often. Let kids see you reading. This visibility is a core part of evidence-based insights on print exposure: entice pupils to read more.

Practical Classroom Examples: How Teachers Encourage Positive Reading Attitudes

Educators find that when students are allowed the freedom to choose their own books, it improves both their reading experience and reading motivation. One way to let students choose books on their own while allowing teachers to make sure they’re appropriate for their reading level is to use The School Library App.

If a student is really excited about a book that might be slightly above their level, letting them try it can be worthwhile. Enjoying the story can motivate them to improve their reading skills.

Also read: The critical link between intrinsic motivation and reading competence in pupils

Classroom Strategies for Enhancing Children's Reading Attitudes and Achievement

We’ve covered the large-scale tips and tricks, now it’s time to dig in a little deeper. The following suggestions are straight from McKenna’s study:

• As a 5th year teacher, make sure you’re teaching kids to love reading, not just succeed at it.
• Fill your lesson plans with entertaining stories and literature.
• Continue to read aloud from a variety of books.
• Facilitate frequent book-related discussions.

Key Takeaways: Shaping Positive Reading Attitudes

• During primary school, many students start to develop a negative attitude toward reading.
• A negative attitude towards reading can absolutely be reversed.
• Strong reading skills promote a positive reading mindset.
• Intervene early to preserve a positive mindset.
• If at all possible, try to provide boys with male role models who enjoy reading.

Next up in this series: Evidence-based insights on print exposure: entice pupils to read more