Evidence of the Validity of the Scale of Attitudes towards Reading: ERAS-Br

Abstract To obtain evidence of validity and reliability, the Brazilian version of the Elementary Reading Attitude Survey (ERAS-Br) was applied to 335 elementary school students. It was identified that multidimensional structures with two (Academic Reading and Recreational Reading) or three (Recreational Reading, General Academic Reading and Academic Reading Assessment) factors and one factor of second order are suitable to the ERAS-Br. Both the measure as a whole and the factors showed a satisfactory internal consistency. A test-retest procedure with an interval of 2 years and part of the sample obtained sufficient or good stability coefficients. Overall, the attitudes toward reading tended to be slightly positive, but declined in the 2-year interval. Although the ERAS-Br has good validity evidence based on the internal structure and reliability, the fact that the attitudes toward reading become less positive over the years is worrying. Further studies are recommended.

摘要：为获取效度与信度证据，本研究针对335名小学生施测了基本阅读态度量表巴西版（Elementary Reading Attitude Survey, ERAS-Br）。研究发现，包含2个因子（学术阅读与娱乐阅读）或3个因子（娱乐阅读、一般学术阅读与学术阅读评价）以及1个二阶因子的多维度结构，均适配于该量表。该量表整体及其各因子均表现出令人满意的内部一致性。针对部分样本开展间隔2年的重测程序，所得稳定性系数均达到合格或优良水平。整体而言，学生的阅读态度倾向于略微积极，但在这2年的间隔中出现了下滑。尽管ERAS-Br量表基于内部结构与信度的效度证据表现良好，但阅读态度随时间推移愈发消极这一现象仍令人担忧。本研究建议开展后续相关研究。