Abstract

The purpose of this paper is to understand and explore the effects that Academic Intervention Services (AIS) have on elementary students’ attitudes toward reading. This study investigated the reading attitudes of children in grades one through three, from two elementary schools located in Western New York. Students completed the Elementary Reading Attitude Survey (ERAS) comprised of two subscales dedicated to reading attitude toward recreational and academic reading. Scores were analyzed on the basis of grade level and reading ability. Additionally, classroom and reading AIS teachers completed teacher questionnaires regarding their students’ attitudes toward reading. Recreational and academic reading attitudes, on average, increased throughout elementary years. The trend toward more negative reading attitudes was related to ability level and was steepest for students receiving AIS services. While teachers had an overall positive view of the AIS programs, the students who received these services had lower attitude scores than their peers.