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dc.contributor.authorWhitaker, Sarah Kristine
dc.description.abstractEngagement is a critical component of successful reading. In the present study, reading engagement represents a metaconstruct, subsuming motivation, personal beliefs, interest, self-regulation, and other aspects of reading often examined independently of one another. Specifically, reading engagement is defined as the combined functioning of these elements of reading, which produces a reader who has the desire, skills, and ability to become deeply involved with a text. The Reading Engagement Survey (RES), a questionnaire using a five-point Likert scale, was developed from a social-cognitive perspective. The RES was administered to 159 upper elementary-school students. The students’ scores on the RES were reliable and related to students’ reading-achievement scores, an indication of criterion-related validity. An exploratory factor analysis provided evidence of construct validity, revealing that the students conceptualized their reading engagement in terms of three factors: task-value, anxiety, and flow. The findings suggest that the RES is a reliable, valid, and efficient tool for teachers to measure their students’ levels of reading engagement. Directions for future research include the cross validation of the RES on a new sample of students and the use of confirmatory factor analysis.
dc.subjectReading Engagement
dc.subjectExploratory Factor Analysis
dc.subjectElementary School
dc.subjectLikert Scale
dc.titleDevelopment and validation of the Reading Engagement Survey
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorShawn Glynn
dc.description.committeeShawn Glynn
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeMartha Carr

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