establishing the sub-variables for engaged readers by understanding the identity of engaged readers
Submitted by:
Hyo Seong Choi
Abstract:
Abctract
establishing the sub-variables for engaged readers by understanding the identity of engaged readers
Hyo-Seong Choi
PhD students of Korea National University of Education
The purpose of this study is to establish reading engagement as an important goal of language education and to that constitute reading engagement, which will provide a basis for educational treatment of reading engagement.
Moon (2010) revealed the structural relationships among elementary school students' reading motivation, reading activity, and reading ability, and proposed and proved a causal model in which reading motivation not only directly affects reading activity and reading ability, but also indirectly affects reading ability through mediating reading activity. This is consistent with domestic and international studies that have explored the relationship between reading motivation and reading activities, such as Guthrie (1999), Baker (1999), Wigfield (1997), Kyung-Shin Ga (1997), Hyo-Young Kim (2000), Wang and Guthrie (2004), and Yuran Lim (2010), and studies that have explored the relationship between reading motivation and reading activities and reading ability, such as Min-Joon Kwon (2005) and Byung-Sang Moon (2011).
However, Guthrie (2004) believed that it is necessary to explore the qualitative activity of immersing oneself in reading, rather than simply paying attention to reading activity (time and frequency) as a mediating variable between reading motivation and reading achievement. He called it reading engagement and verified that guiding readers to be engaged in reading is positively related to reading motivation and reading achievement. Based on this, Choi (2023) found that reading engagement is closely related to reading motivation and reading achievement in Korean elementary school students, and revealed the causal structure between reading motivation, reading engagement, and reading achievement. Based on these studies, this study aims to identify the sub-variables of reading engagement among Korean elementary school students in order to lay the groundwork for educational interventions to promote reading engagement.
Chapter II explores the concepts and relationships between reading motivation and reading engagement. First, the concept of reading motivation is clarified and its components are explored, and the concept of reading engagement is explored at various levels.
Chapter III discusses the methodological aspects of extracting sub-variables of reading engagement. In this study, we aim to construct sub-variables of reading engagement by simultaneously extracting the characteristics of engaged readers and the characteristics of disengaged readers. To do so, we interviewed 20 students who scored above and 20 students who scored below on the reading engagement test and categorized them using Nvivo R1 to identify the characteristics of reading engagement. Based on the identified characteristics, we will then explore the sub-variables of reading engagement and conduct a confirmatory factor analysis on 200 elementary school students.
In Chapter IV, the sub-variables of reading engagement are identified based on the results and the educational measures are discussed accordingly.
Based on this study, it is hoped that by specifying the sub-variables of reading engagement education and starting educational discussions accordingly, specific instructional measures for reading engagement will be prepared.