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1.
Background:?There is concern in the education community regarding gender differences in reading, as girls regularly outperform boys. There is also concern about the consequences of low motivation for children's engagement in reading and learning. An important question is whether boys' motivation is more closely linked to their attainment compared with girls.

Purpose:?The aim of the study was to examine how closely children's reading skill correlates with their intrinsic and extrinsic motivation and competency beliefs. There was a particular focus on gender.

Sample:?There were 492 children (240 boys) aged 7–11 in this study from four primary schools in England, UK.

Design and methods:?Children completed a reading comprehension assessment and a questionnaire examining intrinsic and extrinsic motivation and competency beliefs relating to reading and schoolwork. For analysis, children were split into a younger (age 7–8) and older (age 9–11) age group.

Results:?In both the younger and older groups, the boys' competency beliefs in reading and intrinsic motivation for reading and schoolwork were significantly more closely associated with their level of reading skill, in comparison with the girls.

Conclusions:?The closer reciprocal relationship between boys' intrinsic motivation, competency beliefs and reading skill could be interpreted in at least two ways. Firstly, boys' motivation and beliefs in their ability may be more dependent on their success in reading. Alternatively, boys' motivation and competency beliefs may play a more significant role in the effort they put into reading.  相似文献   

2.
Abstract

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG) who followed the official reading instruction program. During the year, the IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. These findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum to enhance children's reading motivation and improve their reading skills. Special attention should be paid to prevent a decline in young children's motivation as it may predict their future involvement in reading.  相似文献   

3.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

4.
Children's exposure to book reading is thought to be an influential input into positive cognitive development. Yet there is little empirical research identifying whether it is reading time per se, or other factors associated with families who read, such as parental education or children's reading skill, that improves children's achievement. Using data on 4,239 children ages 0–13 of the female respondents of the 1979 National Longitudinal Survey of Youth, this study applies two different methodologies to identify the causal impact of mother–child reading time on children's achievement scores by controlling for several confounding child and family characteristics. The results show that a 1 SD increase in mother–child reading time increases children's reading achievement by 0.80 SDs.  相似文献   

5.
The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.  相似文献   

6.
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.  相似文献   

7.
This research, as part of a larger project examining effective reading instruction for 10–12 year old students, explores the perceptions of thirteen parents in six schools. The study identified: parents recognise their engagement in reading with their children impacts on children's motivation to read; parents have concerns about the degree to which schools meet children's reading needs; and some parents seek external assessment and support. The study as a whole indicates the importance of effective home school relationships.  相似文献   

8.
We review recent theoretical and empirical work on children's self-concept development and how their self-concepts motivate their behavior in achievement situations. Several important issues regarding the self-concept are considered, including what beliefs make up the self-concept, how those beliefs are structured, how the self-concept differs across age and between boys and girls, and how specific aspects of the self-concept relate to an individual's overall self-evaluation. Theoretical views and research on how children's self-concepts relate to their motivation in achievement settings are presented, as is work on how the self-concept guides achievement behavior. We address the issue of causal direction in the relation between the self-concept and achievement. Suggestions for future research are provided.  相似文献   

9.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.  相似文献   

10.
Regular recreational reading offers benefits across a range of literacy outcomes, as well as supporting learning in other subject areas, offering cognitive benefits, and potentially fostering empathy. Therefore, increasing frequency of engagement in recreational reading can play an important role in addressing inequity in literacy outcomes once independent reading skill has been achieved. While previous studies address how to increase children's engagement in reading for recreation, few allow children's viewpoints to take primacy. The 2016 Western Australian Study in Children's Book Reading collected data from respondents across 24 schools, seeking to determine how educators and parents may best support young people to read with greater frequency. Interview participants from Years 4 and 6 were asked what would make them read more. The five recurring themes of finding engaging books, series adherence, challenge seeking, skill deficit, and time availability indicate optimal avenues for future research and educational intervention to foster increased engagement in reading.  相似文献   

11.
The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula.  相似文献   

12.
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort.  相似文献   

13.
Parent coaching strategies during shared book reading were analysed according to the principles of scaffolding in a sample of 46 parent-child dyads during the latter half of grade one. The ways that parents responded to each of a child's oral reading errors or miscues were coded into levels of assistance that reflected increasing support at each successive level. In addition children's attempts at rereading miscued words were coded as successful or not. Parents often provided a string of feedback clues and analyses revealed that the level of support parents provided shifted up or increased when their child was unsuccessful in rereading a word after feedback. With increasing level of parental support children's success in rereading misread words increased. Moreover, children with weaker word recognition skill were offered feedback at higher levels of support by their parents. These results demonstrate how parents and children co-construct the feedback that parents provide when listening to their children read and the sensitivity on the part of parents to children's reading performance.  相似文献   

14.
This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text.  相似文献   

15.
The Swiss researchers Cardinet and Weiss (1975) have stressed, following recent psycholinguistic trends, the complexity of the intellectual activity involved in reading. A Belgian study (Burion, 1979) examined what constituted reading for a beginner, what were the general principles of teaching initial reading, and what the implications of these were for teaching early readers. Reading was taken to involve hypothesis forming and guessing, within constraints which vary according to the reader's skill. Beginning reading requires, among other things, motivation to learn and some relevant personal experience, both of which are aspects which parents and others have been encouraged to develop. Following Cardinet and Weiss (1974) and Inizan (1978) children's oral language is used as a basis for reading texts. The purpose and use of reading are stressed as well as the development of skills which are needed for continuing to learn how to read (see figure). In general, it is argued that the teaching of initial reading should focus upon the beginning reader rather than on teaching procedures and that account must be taken of factors in the individual child such as motivation, experience, oral language, cognitive development and pace of learning.  相似文献   

16.
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read.  相似文献   

17.
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline.  相似文献   

18.
Orellana  Pelusa  Melo  Carolina  Baldwin  Paula  De Julio  Samuel  Pezoa  José 《Reading and writing》2020,33(10):2437-2458

This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.

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19.

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

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20.
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade.  相似文献   

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