ABLE: An instrument for assessing elementary students’ perceptions of access to books, beliefs, and literacy environment

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Heather Moorefield-Lang, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In order to promote voluntary reading in elementary school, students need to have access to books they want to read, to believe they can read, and to be in an environment conducive to reading. The purpose of this study was to develop and validate an instrument intended to measure students' perceptions in these areas. An exploratory factor analysis was conducted on data from 145 elementary school students in one urban elementary school. Results indicated three dimensions of elementary school reading: access to preferred books in school, beliefs as a reader, and literacy environment in school.

Additional Information

Reading Psychology
Language: English
Date: 2015
literacy, elementary school students, reader beliefs, literacy environment, assessment

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