A Longitudinal Investigation of Reading Attitude Development from Childhood to Adulthood

Abstract

Few studies exist regarding the development of reading attitude from childhood to adulthood. These studies consist of cross-sectional designs that mask true developmental changes. The present study examined longitudinally the development of reading attitudes among a group of 84 individuals, many of whom were followed over nearly 40 years. Reading attitude measures were given in (a) 1st, 6th, 9th, and 12th grades, (b) 5 years following high school graduation, and (c) either 21 or 26 years following high school graduation. A multiple regression analysis was used to determine which of the childhood and early adult attitude measures best predicts adult attitude. The results showed that the early adult measure accounted for one third of the variance on the adult attitude measure. Although childhood measures seem to be poor predictors of adult attitude, there was evidence of stability in reading attitude over time.