The paper explores the issue of reader education and training by reporting national data on the propensity to read and examines the phenomenon of disaffection with reading that occurs especially at the end of schooling. To counter this problem, educational research can make an important contribution to designing specific interventions aimed at training motivated and resilient readers by sharing tools to detect information on the profile of readers. Specifically, the Literary Response Questionnaire (LRQ) by Miall & Kuiken (1995) is presented; it is a multidimensional instrument capable of delineating, the variety of reader profiles through a selfreport approach. The research involved 904 participants, including 441 secondary school students and 463 college students. The data collected made it possible to start the process of adapting and validating the instrument to the Italian context. The Exploratory Factor Analysis confirmed the original structure of the questionnaire, reducing its items from 68 to 62 items, and demonstrated the robustness of the instrument even in the translated version. The positive outcomes of the research make it possible to enrich and develop the debate on strategies to overcome the traditional idea of book and reading promotion, by developing evidencebased actions.
Il contributo approfondisce il tema dell’educazione e formazione del lettore riportando i dati nazionali sulla propensione alla lettura e prende in esame il fenomeno della disaffezione che si manifesta soprattutto a conclusione del percorso scolastico. Per contrastare tale problema la ricerca educativa, condividendo strumenti per rilevare informazioni sul profilo dei lettori, può dare un contributo importante per progettare interventi specifici volti a formare lettori motivati e resilienti. Nello specifico viene presentato il Literary Response Questionnaire (LRQ) di Miall & Kuiken (1995): uno strumento multidimensionale in grado di delineare, attraverso un approccio selfreport, la varietà dei profili dei lettori. La ricerca ha coinvolto 904 partecipanti, di cui 441 studenti delle scuole secondarie di secondo grado e 463 studenti universitari. I dati rilevati hanno consentito di avviare il processo di adattamento e validazione dello strumento al contesto italiano. L’Analisi Fattoriale Esplorativa ha confermato la struttura originaria del questionario, riducendone gli item della versione inglese da 68 a 62, e dimostrato la solidità dello strumento anche nella versione tradotta. Gli esiti positivi della ricerca consentono di arricchire e sviluppare il dibattito sulle strategie per superare l’idea tradizionale di promozione del libro e della lettura, sviluppando azioni basate su evidenze.
Moretti, G., Morini, A.L. (2024). Il Literary Response Questionnaire (LRQ): esiti dell’Analisi Fattoriale Esplorativa. GIORNALE ITALIANO DELLA RICERCA EDUCATIVA(33), 118-129.
Il Literary Response Questionnaire (LRQ): esiti dell’Analisi Fattoriale Esplorativa
Giovanni Moretti;Arianna Lodovica Morini
2024-01-01
Abstract
The paper explores the issue of reader education and training by reporting national data on the propensity to read and examines the phenomenon of disaffection with reading that occurs especially at the end of schooling. To counter this problem, educational research can make an important contribution to designing specific interventions aimed at training motivated and resilient readers by sharing tools to detect information on the profile of readers. Specifically, the Literary Response Questionnaire (LRQ) by Miall & Kuiken (1995) is presented; it is a multidimensional instrument capable of delineating, the variety of reader profiles through a selfreport approach. The research involved 904 participants, including 441 secondary school students and 463 college students. The data collected made it possible to start the process of adapting and validating the instrument to the Italian context. The Exploratory Factor Analysis confirmed the original structure of the questionnaire, reducing its items from 68 to 62 items, and demonstrated the robustness of the instrument even in the translated version. The positive outcomes of the research make it possible to enrich and develop the debate on strategies to overcome the traditional idea of book and reading promotion, by developing evidencebased actions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
