Il Literary Response Questionnaire (LRQ): esiti dell’Analisi Fattoriale Esplorativa
DOI:
https://doi.org/10.7346/sird-022024-p118Keywords:
Exploratory Factor Analysis; reading education; young adult reader; Literary Response Questionnaire; empirical research.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 that occurs especially at the end of schooling. To counter this problem, educational research, by sharing tools to detect information on the profile of readers, can make an important contribution to designing specific interventions aimed at training motivated and resilient readers. Specifically presented is Miall & Kuiken's (1995) Literary Response Questionnaire (LRQ): a multidimensional instrument capable of delineating, through a self-report approach, the variety of reader profiles. 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. 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 go beyond the traditional idea of book and reading promotion by developing evidence-based actions.
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Copyright (c) 2025 Giovanni Moretti, Arianna L. Morini
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