For the love of reading : the impact of engagement factors on reading proficiency

Abstract

The Response to Instruction/Multi-Tier Systems of Support (RTI/MTSS) framework includes high-quality core instruction, frequent assessments, and data based decision making. The first essential component of an ideal RTI/MTSS program at the elementary level is high-quality core instruction (Tier 1). Considerable research affirms the significance of extensive and frequent reading for all students. There are consistent findings across studies, years, and grade levels regarding the limited amount of time students with reading difficulties, including students identified with learning or emotional/behavioral difficulties, have to actively engage in reading print in general education. The amount of time students engage in print impacts reading proficiency. The purpose of this initial research was to investigate the relationship between the critical reading engagement variables of: (a) reading self-confidence, (b) motivation to read, (c) student choice of text, (d) discussion of text read, and (e) reading outside of school and reading proficiency. This study examined large-scale fourth grade reading assessment data from the 2017 National Assessment for Educational Progress (NAEP). The total sample size for fourth grade on the NAEP 2017 reading assessment comprised a representative sample of 148,800 students from 7,830 schools. A factorial design was employed with reading proficiency as the independent variable. The dependent variables were the critical reading engagement factors with control variables of gender, disability status, National School Lunch Program eligibility status, and race/ethnicity. Results suggest a significant relationship between reading proficiency and (a) reading self confidence, (b) reading motivation, and (c) discussion of text