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Reading Attitude/Interest Survey

Julie Bowen
Interpretation and Instructional Recommendations
READ 5323
Dr. Mindy Smith

Reading Attitude/Interest Survey


I gave Autumn, a fourth grader who is nine years old, the Elementary Reading Attitude Survey.
Autumn is the eldest of four children with one younger brother and two younger sisters. I have
known Autumn and her family for several years after teaching her younger brother in
kindergarten.
I explained to Autumn that I wanted to find out how she felt about reading and that this was not a
test and that she would not be graded on right or wrong answers. I showed her the survey form
and explained that we would be using the cartoon character Garfield to help show how she felt
about reading. I pointed to each Garfield and discussed the mood he was in and that she would
pick the Garfield that is closest to her own feelings towards reading.
The interest survey consists of twenty questions. The first half relates to attitude towards
recreational reading and the second half towards academic reading. The first Garfield character is
the happiest and has a big smile on his face and his hands in the air showing how excited and
happy he feels. The second Garfield is slightly smiling and is standing with his arms crossed.
The third Garfield has his arms crossed and is mildly upset. The fourth and final Garfield is
crouching over with his fists clinched and looks truly upset.
I asked Autumn if she would like to read the questions and answer on her own or would she like
me to read them and she merely circle the Garfield that most closely reflected how she felt about
reading. Autumn chose for me to read the question and she would circle the answers. Autumn
seemed a bit nervous but relaxed some as I began reading the first question.
Autumn seemed decisive in her answers to the initial survey questions and her face reflected her
answers as she circled the Garfield characters with a pleasant look on her face. She would smile
and decide quickly how she felt and commented now and then about her favorite books and
topics she liked to read. She obviously enjoyed reading for pleasure and had a pleasant attitude
towards recreational reading.
The second half proved a bit more challenging. These questions were about her attitude towards
academic reading. On this round of questions, she circled the second and third Garfield character
and took longer to decide her feelings. Her face reflected her indecisiveness and she talked faster
and talked more about the kinds of things her teacher made her read in class and how she
dreaded it.
The scoring guide is as follows:

Happiest Garfield
Slightly smiling Garfield
Mildly upset Garfield
Very upset Garfield

4 points
3 points
2 points
1 point

Reading Attitude/Interest Survey


Three scores can be obtained from this attitude survey: the total for the first ten questions
(recreational), the total from the second ten (academic), and then a composite total. Autumns
recreational score was 35, academic 26, and composite 61. The results can be interpreted
informally and formally. Informally, you can use the four nodes of the scale (the Garfield
characters) and estimate where her score falls. For example, if she scored 50 it would indicate
she fell mid-way on the scale between the slightly smiling and mildly upset Garfield character
and would indicate an indifferent attitude towards reading. Autumns score of 61 places her near
the slightly smiling Garfield character and indicates a positive attitude towards reading. A formal
score is done by using the tables provided with the survey and converting the scores into
percentile ranks based on grade. Autumns recreational percentile rank is 84%, academic 46%,
and full scale (composite) 66%.
Autumns formal scores show a wide disparity between academic reading and recreational.
While this survey does not provide causes of poor reading attitudes, it can be used to provide
quantitative estimates of recreational and academic reading and provides a starting point to delve
deeper and build a portfolio, inquire more about her reading by conducting an interview, or
develop an interest inventory. The score can also be helpful when coupled with other tests and
indicators about those students whose attitudes towards reading may be low and or in need of
more engaging instruction.
Autumn picked the happiest Garfield regarding how she felt about going to a bookstore and
picked the slightly smiling Garfield when answering about reading different kinds of books.
Autumns picks about how she felt about dictionary work, worksheets, and workbooks was the
mildly upset Garfield. Perhaps her teacher can plan instruction using alternatives methods such
as collaboration with a partner where they pick sections of the text to read and share using a
variety of delivery and mediums; have class discussions about facts/opinions regarding the
reading; allow research via computer and make a report, slideshow or blog; create their own
worksheet in the form of crossword or word search to use in class; or allow her more free
recreational reading time and give her choices of books that stretch her interests.
Autumns attitude towards reading is strongest towards recreational reading and weakest in
academics. Unfortunately her classroom instruction will take the form of academic reading more
which is not what she prefers. On the survey, Autumn never picked the last Garfield who is very
upset on any of the twenty questions. While she does not prefer academic reading as much, she
does what she needs to in order to complete her work. Her positive attitude towards recreational
reading ensures that she will continue to practice reading and become more proficient as long as
she can read for recreation. It is my recommendation that Autumns teacher continue to allow her
recreational reading time and give her different kinds of books to choose from. Autumn indicated
on the survey she would rather read than play. Perhaps she can be given more time to go to the
school library or classroom library to read for pleasure.

Reading Attitude/Interest Survey


The best scenario is for the teacher to give this test to the entire class to get a better idea of their
strengths and weaknesses. If the majority of the class results are like Autumns , then the teacher
can plan instruction by choosing alternatives to worksheets and workbooks. If, however, the
opposite is true, then the teacher may plan alternate instruction for Autumn.

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey

Reading Attitude/Interest Survey


READ 5323
Interest Inventory/Motivation
Rubric
Name _____________________
Target (10-9)
All components of the
assignment were turned in
on the due date, and all
directions were accurately
followed
The motivation assessment
or interest inventory was
appropriately administered.
The interpretation of the
assessment was accurate
based on the students
responses.
The recommendations for
instructions were well
thought out and accurate
based on the assessment..

Acceptable (8-7)
Most components of the
assignment were turned in
on the due date, and most of
the directions were
accurately followed
The motivation assessment
or interest inventory was
fairly appropriately
administered
The interpretation of the
assessment was fairly
accurate based on the
students responses.
The recommendations for
instructions were accurate
based on the assessment.

Grade_____________
Unacceptable (6-0)
All components of the
assignment were not turned
in on the due date, and all
directions were not
accurately followed
The motivation assessment
or interest inventory was
not appropriately
administered
The interpretation of the
assessment was not accurate
based on the students
responses.
The recommendations for
instructions were not
accurate based on the
assessment.