Linkages Between Reading Failure Attributions and Related Measure of Reading (PO075)

  • PMD: 1,6
  • Skill Level: Introduction
  • Session 6: Recent Developments in Assessment and Research
  • Live Chat:
    Wednesday, February 24, 2021
    4:15 PM–5:00 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. demonstrate understanding of the linkage between reading attributions and reading motivation.
  2. apply screening techniques to determine reading attributions and motivation of students.
  3. utilize knowledge of reading attributions and reading motivation to promote student success.


To inform practices which strengthen the resilience of struggling readers to persist in spite of difficulties encountered, 81 participants completed three reading scales: Attribution for Reading Failure Subscale (ARF), Self-Efficacy Subscale (SES), and Enjoyment of Reading Subscale (ERS; Bell & McCallum, 2016). Cronbach’s alpha coefficients of .74 (ARF), .90 (SES), .81 (ERS) were obtained, respectively. Additional mean difference analyses compared students with incremental and entity views of reading. Significant findings (p < .05) and implications are discussed.



Virginia M. McClurg, University of Tennessee
R. Steve McCallum, University of Tennessee
Chelsea S. Wilson, University of Tennessee
Natalie R. Hassett, University of Tennessee

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