A meta‐analysis of the relationship between student attitudes towards reading and achievement in reading

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Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading (2018, background): “Other work suggests that the relation between positive reading attitudes and achievement tends to decrease as students move through the grades (i.e., a correlation of Zr = 0.44 for elementary students and Zr = 0.24 for middle school students; Petscher, 2010).”
Why poor children are more likely to become poor readers: The school years (2013, background): “…reading ability among school-age children by developing their motivation to read (Guthrie, Wigfield, Metsala, & Cox, 1999; Mucherah & Yoder, 2008; Petscher, 2010), their selfconcept as readers (Katzir, Lesaux, & Kim, 2009), and their capacity for self-regulated learning (Xu, Kushner Benson,…”
Why poor children are more likely to become poor readers: the early years (2014, background): “…such as the quality of the home learning environment (HLE) (Senechal and LeFevre 2002; Taylor, Clayton, and Rowley 2004; Mol and Bus 2011), children’s physical health and wellbeing (Malacova et al. 2009; Rothstein 2010), and motivations and attitudes to reading (Cunningham 2008; Petscher 2010).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, methodology): “In prior work, Petscher (2010) reported a stronger relation between reading attitudes and achievement for elementary students.”