Measuring Reading Self-Perceptions and Enjoyment: Development and Psychometric Properties of the Reading and Me Survey

Abstract

The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and external validity analyses. Validity evidence was collected from 777 third through fifth graders from two rural and two urban school districts. Scores on the scales (Reading Self-Perceptions, 13 items; Enjoyment of Reading, nine items) exhibited strong internal consistency, and model fit was good. Using hierarchical linear modeling (HLM), we examined the relations among reading self-perceptions, and enjoyment, mathematics self-perceptions and enjoyment, and teacher ratings of reading and mathematics ability levels, with results demonstrating patterns of discriminant and, convergent validity. Because of its developmentally appropriate vocabulary, its applicability across contexts, its brevity, its parallel format to the M&MS, and its established psychometric properties, the R&MS has potential to be a useful tool for researchers and educators.