“Show Me a Family of Readers…”: Investigating the Connection between Readers’ Attitudes and Their Ratings of Their Creativity in the Reading Process

Abstract

The headline of this research is on how schoolchild readers’ mental frameworks alter their understanding of what constitutes creative reading. In the paper at hand, 320 Greek fourth graders participated in a correlational survey project, wherein both basic and multiple linear regression, as well as Pearson’s r product–moment correlation, were exerted to ponder the annals assembled. The procured results, among others, indicated a senior, reversed match allying the sub-dimensions of the dispensed “attitude toward reading and perception of creative reading (ATR–PCR)” scale; to put it modestly, as a student’s position near reading improves, the importance they assign on their ability to steer their imagination while reading decreases. Besides that, strong shared links dealing with the perception of inventive reading and the sub-facets of contributions, meaning, activities, and the plenary praxis of reading, plus the fact that temperament in view of reading was a covariate of the mindfulness of ingenious reading, were identified.