Attitudes of elementary principals, teachers, and parents toward the promotion of voluntary reading were compared with their attitudes toward three other aspects of reading instruction: comprehension, word recognition skills, and study skills. Factors which contributed to the development of those attitudes were also studied. Finally, the relationship between teachers’ attitudes and their instructional decisions in the classroom were examined. Results indicated that promotion of voluntary reading is considered lowest in priority among the four aspects for all three groups, with parents holding it in considerably lower priority than principals and teachers. Positive relationships were found between teachers' attitudes toward voluntary reading and their practices in the classroom.
All Science Journal Classification (ASJC) codes
- Psychology (miscellaneous)