A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension

Abstract

The present study examined the effects of a reader-response instructional program on reading comprehension and reading attitude, with fifth-grade students. It involved a comparison of a reader-response instructional group with n=23 students and a traditional reading instructional group with n=24 students. Each instructional group was subdivided into high, middle, and low level reading ability. Attitude toward reading and reading comprehension were measured before and after a six week instructional period for both groups. The results failed to establish any significant differences between teaching approaches for either reading attitude or reading comprehension. There was a significant increase in attitude for both instructional approaches, with the greatest increase occurring with the lower ability readers. Also, the results showed a significant relationship between reading level and reading attitude with higher level reading associated with more positive attitudes. The results seem to suggest that the reader-response program may be effective in improving attitude toward reading and improving attitude can improve reading performance.