PREDICTING ACHIEVEMENT IN A TEACHER PREPARATORY COURSE OF READING METHODS FROM THE ACT AND TEALE‐LEWIS READING ATTITUDE SCORES
- 1 April 1990
- journal article
- research article
- Published by Taylor & Francis in Reading Psychology
- Vol. 11 (2) , 131-139
- https://doi.org/10.1080/0270271900110204
Abstract
Research into different facets of reading attitudes is sparse. Further investigation is needed to determine if reading achievement is linked differentially to the various dimensions of reading attitudes. The purpose of the study was to investigate the predictability of academic achievement in a teacher preparatory course in reading methods from scores on the American College Testing Program (ACT) and the Teale‐Lewis Reading attitude Scales. The original sample of 48 undergraduate students was replicated with a separate sample of students. Employing multiple regression models with the midterm exam criterion resulted in the finding that together, the ACT and the Teale‐Lewis were effective predictors of achievement.Keywords
This publication has 3 references indexed in Scilit:
- Reading Attitude and Achievement: Teacher-Pupil RelationshipsThe Journal of Educational Research, 1980
- Another Look at Secondary School Students' Attitudes toward ReadingJournal of Reading Behavior, 1980
- Attitudes toward Reading and the Teaching of Reading in a Group of Student TeachersThe Journal of Educational Research, 1977