Effects of Reading at an Instructional Level and Situational Interest on Time on Task Among Middle School Students

Abstract

This study examined the effect of reading at an instructional level (reading 93%–97% of the words accurately) and situational interest on time on task with 122 sixth grade students. Students were assigned to one of three conditions to silently read a passage that contained 0% scrambled words (independent level), 5% scrambled words (instructional level), or 15% scrambled words (frustration level). Each student also rated their situational interest in reading the passage by examining the title and two pictures about the passage before reading it. The task difficulty condition, situational interest, and interaction of both all significantly predicted time on task while reading the passage. Time on task was highest for the instructional level condition of 5% scrambled words, but the rating of situational interest accounted for the most variance.

Keywords

instructional level situational interest time on task middle school reading < disciplines & subjects

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