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Multiple Dimensions of Korean Adolescents’ Reading Attitudes and Achievement

Multiple Dimensions of Korean Adolescents’ Reading Attitudes and Achievement. Bong Gee Jang, Oakland University Mike McKenna, University of Virginia Ji Hoon Ryoo , University of Virginia.

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Multiple Dimensions of Korean Adolescents’ Reading Attitudes and Achievement

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  1. Multiple Dimensions of Korean Adolescents’ Reading Attitudes and Achievement Bong Gee Jang, Oakland University Mike McKenna, University of Virginia JiHoonRyoo, University of Virginia

  2. 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. Agenda

  3. NAEP 2009 4th Grade Reading 34% 66%

  4. World’s Top Ten Next Ten • Korea • Finland • Canada • New Zealand • Japan • Australia • Netherlands • Belgium • Norway • Estonia • Switzerland • Poland • Iceland • United States • Sweden • Germany • Ireland • France • Denmark • United Kingdom Programme for International Student Assessment (PISA)

  5. 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? Research Questions

  6. “The purpose of survey research is to describe specific characteristics of a large group of persons, objects, or institutions” (Jaeger, 1997, p. 449) Survey Methodology

  7. Survey of Adolescent Reading Attitudes (McKenna et al., 2012) • Cronbach’salpha 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. Measures – Reading Attitudes

  8. 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). Measures – Reading Comprehension

  9. Data Collection

  10. 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) Analysis

  11. 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 Analysis

  12. A Proposed Model

  13. Correlations

  14. Correlations

  15. Correlations

  16. ANOVAs

  17. ANOVAs

  18. ANOVAs

  19. ANOVAs

  20. Base Model

  21. Revised Model

  22. Model Comparison

  23. Test-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. Implications

  24. Next Step

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