Attitudes towards reading amongst kindergarten and Grade 1 children

Lisa van der Sande*, Marjolein Dobber, Johanna E. van Schaik, Roel van Steensel

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


The goals of the present study were to compare the reliability and convergent validity of two reading attitude measures for beginning readers and to get more insight into children’s reading attitude around the transition to formal reading instruction. 468 children in kindergarten and Grade 1 completed a more traditional questionnaire based on Aarnoutse’s (1990) Reading Attitude Scale and an alternative instrument based on Nielen et al.’s (2016) Picture Evaluation Task. Both measurements had adequate reliability for research purposes. Our analysis of the instruments' convergent validity suggested that the Picture Evaluation Task was a more appropriate task. Scores on the Picture Evaluation Task significantly correlated with reading achievement in Grade 1. Further, first graders had significantly higher scores on the Picture Evaluation Task than kindergartners, while no age effect was found on the Reading Attitude Scale. Differences in correlations between kindergarten and Grade 1 suggest that less able students’ reading attitude is negatively affected by initial difficulties in learning to read.

Original languageEnglish
Pages (from-to)399-420
Number of pages22
JournalEuropean Early Childhood Education Research Journal
Issue number3
Publication statusPublished - 3 Aug 2022

Bibliographical note

Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.


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