Student attitudes toward reading: A case study

Over the last 15 years, researchers have become increasingly interested in children’s motivation to read. Because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement. The purpose of this case study was to investigate student attitudes toward reading at summer reading clinic through an urban teaching college in upstate New York. It was hypothesized that student attitudes would improve during their literacy clinic attendance because students received dynamic support from reading specialist candidates. Student attitudes were assessed through classroom observations and informal interviews. Findings indicated that reading specialist candidates ’ consistent involvement in the learning process was crucial for student success. Furthermore, student attitudes toward reading were found to be multidimensional and challenging to assess. The recent emphasis placed on improving children’s English Language Arts test scores often leads teachers to ignore the role of student attitudes in the process of becoming literate. In order for students to develop into effective readers, they must possess both the skill and the will to read. As noted by Guthrie and Wigfield (2000), “motivation is what activates behavior.” Student attitudes toward reading are a central factor affecting reading performance