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Normative data and reliability estimates for eight dimensions of reading attitude, part IV—private school learning disabled students
Author(s) -
Berkowitz Nancy,
Engin Ann W.
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198404)21:2<168::aid-pits2310210208>3.0.co;2-3
Subject(s) - reading (process) , psychology , normative , reliability (semiconductor) , learning disabled , fluency , mathematics education , alpha (finance) , social psychology , psychometrics , cronbach's alpha , learning disability , developmental psychology , linguistics , philosophy , power (physics) , physics , epistemology , quantum mechanics
The Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples.