Model of Attitude Influence Upon Reading and Learning to Read

Abstract

begins with issues raised by 2 theoretical models (Mathewson, 1976, 1985) developed to serve as heuristic devices for generating predictions and guiding practice in reading / the 1976 model was intended to clarify relationships between attitude and reading using a small set of variables: attitude, motivation, attention, and comprehension / other variables were added to the 1985 model in an effort to widen its scope / research and reflection have shown that although the 2 models fulfilled their heuristic purposes to some extent, both had shortcomings / the model presented here is intended to correct those shortcomings and to provide directions for future research and practice resolves fundamental issues raised by the earlier models and applies these resolutions to construction of subassemblies for the new model / integrates the subassemblies to form the new model and explores its characteristics / describes the new model's implications for research & instruction