Analysis

The Reading Engagement Index is a metric used to evaluate the level of participation and commitment to reading. It may refer to various measures such as the amount of time spent reading, the number of books read, the degree of interest, and involvement in reading, among others. This index can be useful for measuring the need for reading promotion programs or for evaluating the impact of such programs.

Objective

The objective of this specific questionnaire is to provide a metric for assessing participation and commitment to reading. Through this assessment, the impact of reading promotion programs can be identified, the need for such programs can be estimated, and appropriate recommendations can be made for the further development of reading within the community or specific reader groups.

Scoring

The scoring of the Reading Engagement Index includes:
Rating Assessment: Rating scales are used to evaluate students’ attitudes and reading habits.
Statistical Analysis: Statistical analyses are conducted to evaluate the data and identify trends.
Comparison with Standards: Scores are compared with benchmarks or reference data to assess students’ relative engagement with reading.

Bibliography

Guthrie, J. T., McRae, A., & Klauda, S. L. (2007a). Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading. Educational Psychologist, 42(4), 237–250.
Guthrie, J. T., Wagner, A. L., Wigfield, A., Tonks, S. M., Humenick, N., & Littles, E. (2007b). Reading Motivation and Reading Comprehension Growth in the Later Elementary Years. Contemporary Educational Psychology, 32, 282–313.
Wigfield, A., & Guthrie, J. T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth of Their Reading. Journal of Educational Psychology, 89, 420–432.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of Reading Engagement in Mediating the Effects of Reading Comprehension Instruction on Reading Outcomes. Psychology in the Schools, 45, 432–445.