Academic Reading Attitudes and Performance as a Function of Gender

Robert Bradley Cook, Eva Marie Kane


Childhood reading levels are important predictors of later childhood academic success. A child’s reading ability and reading attitude is a strong indicator of future academic success and lifelong reading (Kush & Watkins, 1996; Wigfield & Guthrie, 1997). Educational leaders need to foster a climate of reading acceptance at school. To accomplish this, schools need to provide a learning environment filled with reading role models. Schools should maintain large quantities of reading materials that include all student reading levels and interests. Teachers should be given professional development and instructed on how to provide interesting and relevant reading opportunities for their students.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2018 Journal of Studies in Education

Journal of Studies in Education ISSN 2162-6952


Copyright © Macrothink Institute 


To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.