The Reading Maturity Scale: Initial Examination of Content and Construct Validity

Editor's Notes

• #3: The preponderance of Reading-related research over the past two centuries has been on reading development or learning how to read. Alphabet method- Teaching the names of alphabet letters (learning your ABCs) was once thought to be adequate to lead children into the reading of words. This was expressed in 1620 when flash cards, booklets, and classroom slates were used to teach the letters of the alphabet in rural America. Word recitation- Essentially, memorize the phrase or passage so that it can be recited fluently without hesitation between words. Phonics instruction- beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. Whole word method- In this teaching method, learners are expected to look at the general appearance of words. Then from the shape of the word's appearance,the pupil is expected to memorize the sounds that should be spoken. The goal is for learners to see each word as a little picture and associate the teacher's spoken word with the little word-shapes on the page. Basal readers- Phonetically controlled text. Whole Language Method demanded riddance of all wordlists and drill materials. Phonics became a dirty word. Focus was adjusted to maximize student self-esteem and to amplify all the self-satisfying pleasures to be found in listening to reading. The satisfaction of hearing new and exciting ideas read out of books was expected to attract children to become readers just by being around books and teachers who made it attractive in every way possible. NRP- five components of reading instruction: Phonics, Phonemic Awareness, Comprehension, Vocabulary, Fluency
• #4: Reading Maturity is defined by Gray & Rogers (1956) as “the attainment of those interests, attitudes and skills which enable young people and adults to participate eagerly, independently, and effectively in all the reading activities essential to a full, rich, and productive life” (p. 56).
• #5: Reading Maturity has also been an area of interest for scholars (Stauffer, 1969; Maring, 1979; Chall, 1983; Smith & Sheehan, 1998; Thomas, 2001). However, it is not well represented in classrooms (Fisher, 2004), educational journals, textbooks, published professional standards, or teacher education (Thomas, 2013), especially when compared to the extensive body of research on reading acquisition. The lack of research in this area has resulted in a gap in understanding behaviors that occur between becoming proficient in reading and becoming a mature reader.
• #6: Thomas (2001) developed the Reading Maturity Survey to further research in this area. The survey measures six dimensions of reading maturity: reading attitudes and interests Interest in reading and personal importance. Questions relate to frequency of reading and breadth and depth of reading interest and topics. reading purpose Items measure whether respondent has a purpose for reading and chooses materials that are of interest or useful, as well as ability to make adjustments to reading rates (e.g., skimming, scanning, survey reading) based on reading purpose (Stauffer, 1969). reading ability Perception of ability as a proficient reader. This includes reading comprehension skills such as literal understanding as well as inferences and implied meanings (Theiss, Philbrick, & Jarman, 2008). reaction to and use of ideas Ability to use prior personal experiences to make connections to new materials being read. Ability to form new understanding as a result of making connections. kind of materials read Use of challenging reading material. More challenging materials, such as content related text versus newspapers and magazines, help readers create meaningful and insightful understandings that can be applied to their own lives. transformational reading Is the respondent personally reflective in his/her reading? Reading has the ability to change a reader’s perspective and motivate the reader to make personal changes in her life (Thomas, 2001). Sixty items are measured using a four-point Likert-type scale, with responses ranging from 1 (strongly disagree) to 4 (strongly agree). The Reading Maturity Survey can be accessed here: http://www.keenreading.org/
• #7: The purpose of the study was to examine the Reading Maturity Survey’s content validity using reading subject-matter experts to generate content validity ratios for each item as well as overall and subscale-specific content validity indices. We will also report on initial exploratory factor analyses from a pilot project and discuss the implications for use of the tool to measure reading maturity.
• #9: Sent request to 33 SMEs 22 responses (67% response rate) 11 Higher Education Reading Faculty 11 K-6 School Personnel (classroom teachers, administrators, reading coaches, retired/former classroom teachers)
• #12: Items under the category of “Reaction to & use of ideas” is taught explicitly reading programs at the elementary level which may account for why more SMEs designated these items as “essential.”
• #14: Include secondary school personnel because their students have moved past learning how to read and are reading for content knowledge. Include Media Specialists due to their expertise of promoting reading through guidance in selecting materials.