이 연구는 읽기 태도 검사 도구 개발을 위해 선행 도구를 검토하여 시사점을 찾고, 읽기 태도 모델에 대한 논의를 통하여 읽기 태도 구인을 탐색하였다. 또 읽기 태도 검사 도구가 갖추어야 할 요건을 다섯 가지로 논의하여 향후 검사 도구 개발 방향을 모색하였다. 이상의 논의를 바탕으로 대략 읽기 태도 검사 예비 도구를 구성하였다. 읽기 태도 검사 예비 도구는 초등학교 고학년을 대상으로 한 것이며, 45개의 문항으로 구성되었다. 읽기 태도 구인을 인지, 정서, 행동 세 요인으로 설정하였고, 구체성의 원리에 따라 각 요인을 다시 하위로 범주화하였다. 인지적 요인은 읽기에 대한 가치 및 신념에 대한 것으로, 읽기의 가치 및 읽기 결과에 대한 인식, 자신의 읽기 능력에 대한 인식, 타인의 읽기에 대한 인식 등으로 하위 분류하였다. 정서와 행동은 실제성의 원리에 따라 읽기 상황, 목적, 방법을 가능한 세분화하였으며, 적극성, 빈도, 폭, 몰입, 습관 등의 요소를 포함하여 읽기 태도 속성을 가능한 많이 평가하고자 하였다. 이 도구가 본격적인 도구가 되기 위해서는 여러 단계에 걸친 타당화와 신뢰도 제고 작업이 후행되어야 한다. 읽기 전문가 집단의 검토와 수정, 검사지에 의한 평가와 교사 평가(혹은 아동 동료 평가)의 합치 정도 평가에 의한 문항 수정, 예비 검사를 통한 타당도와 신뢰도 제고, 문항과 척도의 표현 수정, 본 검사 실시와 규준(norm) 마련 등의 과정이 이루어져야 읽기 태도 검사 도구로서 완성될 것이다.

The purpose of the study is to develop an instrument for assessing reading attitudes by analyzing existing instruments and models of reading attitudes and identifying factors influencing reading attitudes. The study addressed five elements that the instrument should be equipped to effectively measure reading attitudes, suggesting a direction of development of instruments for assessing reading attitudes. A preliminary instrument developed in the study is designed to measure reading attitudes of higher grade elementary school children. The instrument is composed of 45 questions, and attributes of reading attitudes were measured in terms of cognitive ability, emotional condition and behavior scales. These three scales are further divided into subscales. Cognitive scale is designed to measure how respondents evaluate the value of reading, and its subscales assess awareness of the value of reading and knowledge obtained from reading and awareness of their own reading ability and other people's reading ability. The scales measuring emotional condition and behaviors are divided into subscales designed to determine reading environment, purpose of reading and reading methods. Thus scales are focused to identify as many attributes of reading attitudes as possible by assessing enthusiasm toward reading, reading frequency, concentration and reading habits. To make the instrument more effective as an assessment tool measuring reading attitudes, validity and reliability of the instrument should be verified for establishment. This means that a group of professionals and teachers need to review the instrument for further revision and that a preliminary review should be conducted to refine validity and reliability of scales and item description. Once the main review is conducted and the norm is established, all the scales can be completed as an assessment tool for reading attitudes.

The purpose of the study is to develop an instrument for assessing reading attitudes by analyzing existing instruments and models of reading attitudes and identifying factors influencing reading attitudes. The study addressed five elements that the instrument should be equipped to effectively measure reading attitudes, suggesting a direction of development of instruments for assessing reading attitudes. A preliminary instrument developed in the study is designed to measure reading attitudes of higher grade elementary school children. The instrument is composed of 45 questions, and attributes of reading attitudes were measured in terms of cognitive ability, emotional condition and behavior scales. These three scales are further divided into subscales. Cognitive scale is designed to measure how respondents evaluate the value of reading, and its subscales assess awareness of the value of reading and knowledge obtained from reading and awareness of their own reading ability and other people's reading ability. The scales measuring emotional condition and behaviors are divided into subscales designed to determine reading environment, purpose of reading and reading methods. Thus scales are focused to identify as many attributes of reading attitudes as possible by assessing enthusiasm toward reading, reading frequency, concentration and reading habits. To make the instrument more effective as an assessment tool measuring reading attitudes, validity and reliability of the instrument should be verified for establishment. This means that a group of professionals and teachers need to review the instrument for further revision and that a preliminary review should be conducted to refine validity and reliability of scales and item description. Once the main review is conducted and the norm is established, all the scales can be completed as an assessment tool for reading attitudes.

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reading attitudes, factors of reading attitudes, reading attitudes instruments, affective domain, cognition, feeling, behavior