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Multiple Dimensions of Korean Adolescents’ Reading
Attitudes and Achievement
Bong Gee Jang, Oakland UniversityMike McKenna, University of Virginia
Ji Hoon Ryoo, University of Virginia
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Agenda
McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 282-306.
Jang, B. G. & McKenna, M. C. (2013, December). Multiple dimensions of Korean adolescents’ reading attitudes and achievement. Paper presented at the annual meeting of the Literacy Research Association, Dallas, TX.
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Below basicAt or Above Basic
66%
34%
NAEP 2009 4th Grade Reading
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Programme for International Student Assessment (PISA)
World’s Top Ten Next Ten
1. Korea2. Finland3. Canada4. New Zealand5. Japan6. Australia7. Netherlands8. Belgium9. Norway10. Estonia
11. Switzerland12. Poland13. Iceland14. United States15. Sweden16. Germany17. Ireland18. France19. Denmark20. United Kingdom
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Research Questions
To what extent do the four dimensions of reading attitudes relate to the reading achievement of Korean adolescents?
To what extent do the four subscales of SARA differ based on gender and grade after controlling for engagement and achievement?
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Survey Methodology
“The purpose of survey research is to describe specific characteristics of a large group of persons, objects, or institutions” (Jaeger, 1997, p. 449)
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Measures – Reading AttitudesSurvey of Adolescent Reading Attitudes (McKenna et al.,
2012)
Cronbach’s alpha reliabilities are .91 for the full scale, .85 for the Recreational Print Scale, .78 for the Recreational Digital Scale, .72 for the Academic Digital Scale and .73 for the Academic Print scale.
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Measures – Reading Comprehension
Noh Reading Inventory (NRI; Noh, 2011)
The reliability of the inventory is .84 for 7th graders, .84 for 8th graders and .77 for 9th graders (Yoon, 2008).
Levels Items
Factual Comprehension 9
Inferential Comprehension 13
Critical Comprehension 8
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Data Collection
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Analysis
Intra-class correlation coefficients (ICC) To examine if there was any teacher cluster effect on
the students’ attitudes and comprehension scores Values between 0.10 and 0.25 are acceptable in Hedges
and Hedberg (2007)
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Analysis
Structural Equation Modeling (SEM)Exploratory Structural Equation Modeling (ESEM;
Asparouhovn & Muthen, 2009) Recommended when the strict requirement of zero
cross-loadings in confirmatory factor analysis (CFA) fails to find a better-fitting model
Evaluation criteria: CFI >.96, RMSEA ≤.06, SRMR ≤.10
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A Proposed Model
Correlations
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Correlations
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Correlations
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ANOVAs
ANOVAs
ANOVAs
ANOVAs
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Base Model
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Revised Model
Model Comparison
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Criteria Base Model Revised Model
Chi Square 682.260 429.000
df 184 167
p-value <0.000 <0.000
BIC 41624.926 41480.012
RMSEA 0.068 0.052
CFI 0.899 0.947
SRMR 0.069 0.045
ImplicationsTest-driven school culture in Korea shapes
attitudes differently over time.American culture is moving in this direction (e.g.,
NAEP, PISA, CCSS).More extensive technology integration in Korea
shapes attitudes differently.No gender differences in attitudes toward
recreational reading in digital settings.
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Next Step
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