A study of reading attitude and reading achievement among young learners in middle school

Aigul Akhmetova; Gaysha Imambayeva; Benő Csapó

doi:10.1016/j.heliyon.2022.e09946

A study of reading attitude and reading achievement among young learners in middle school

Heliyon. 2022 Jul 14;8(7):e09946. doi: 10.1016/j.heliyon.2022.e09946. eCollection 2022 Jul.

Authors

Aigul Akhmetova¹, Gaysha Imambayeva², Benő Csapó^{3

4}

Affiliations

¹ Doctoral School of Education, University of Szeged, Szeged, Hungary.
² Innovative Eurasian University, Pavlodar, Kazakhstan.
³ Institute of Education, University of Szeged, Hungary.
⁴ MTA-SZTE Research Group on the Development of Competencies, Hungary.

Abstract

This study examines the relation between reading attitude and reading achievement in three languages among sixth- and eighth-grade students in Kazakhstan. Participants were randomly chosen from seven secondary schools in a major city. Their native languages were Kazakh or Russian (N = 1,505). Reading tests in English, Kazakh and Russian and a reading attitude questionnaire were administered via the eDia online assessment system. The results indicate that 85% of the sixth graders and 79% of the eighth graders enjoy reading. Correlations in reading achievement between English, Kazakh and Russian ranged from r = .55 to r = .61 (p < .01). Kazakh native speakers performed better in the respective languages than speakers of Russian and other languages. A factor analysis demonstrated a three-factor model for Grade 6 and a four-factor model for Grade 8, corresponding to reading attitude and reliability coefficients for these factors from .71 to .86. In both grades, factor loading showed a good fit to the data. Regression analysis showed a weak relation between reading attitude and reading achievement among sixth and eighth graders in the targeted languages despite a positive attitude towards reading.

Keywords: Bilingual students; Language skills; Reading achievement; Reading attitude; Reading literacy.