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1.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献
2.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
3.
Christina E. van Kraayenoord Wolfgang Erich Schneider 《European Journal of Psychology of Education - EJPE》1999,14(3):305-324
This study examined the reading achievement, metacognitive knowledge related to reading and memory, reading self-concept, and interest in reading of 140 German school students in Grades 3 and 4. The results indicated significant correlations between the metacognitive variables, motivational variables, and amongst metacognitive and motivational variables, as well as with reading achievement variables. The examination of good and poor readers showed significant differences in metacognitive knowledge of reading and memory, reading self-concept, interest in reading, and in teacher judgements of reading achievement between the groups. Differences between Grade 3 and 4 students were found in their word decoding skills, metacognitive knowledge about reading and memory, and teacher judgements of reading achievement. Results of the regression analysis indicated that reading achievement was predicted by grade level, word decoding, and teacher evaluations of reading achievement. The causal modelling indicated that motivation and metacognition affect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications. 相似文献
4.
Kit‐ling Lau 《教育心理学》2004,24(6):845-865
This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and existing instruments. The initial version of the CRMQ was administered to a small group of Grade 7 students in Hong Kong and exploratory factor analysis, item‐total correlation, and reliability analyses were carried out to assess its psychometric quality. The CRMQ was then revised and administered to a larger sample of Grade 7 students in the second study. Findings of confirmatory factor analysis provided further validation for the proposed factor structure of the revised questionnaire. In addition, findings indicated that students' reading motivation was positively related to their strategy use, reading comprehension, and academic achievement. The findings of this study could enrich our understanding of Chinese reading motivation among Hong Kong students. Implications of these findings for implementing effective reading instruction in Chinese language teaching are also discussed. 相似文献
5.
《Australian Journal of Learning Difficulties》2013,18(2):71-78
Abstract Students with learning disabilities often experience poor comprehension due to their failure to read strategically and to spontaneously monitor their understanding while reading. This paper discusses in relation to current literature, the various problems with reading comprehension commonly experienced by students with learning disabilities. Specifically, these students may encounter problems in: (A) using background knowledge appropriately; (B) decoding and word recognition; (C) vocabulary knowledge; (D) fluency; (E) strategy use and metacognitive skills; and (F) differentiating between common text structures. 相似文献
6.
Reading strategy use and motivation among Chinese good and poor readers in Hong Kong 总被引：1，自引：0，他引：1
Eighty‐three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
7.
Ruth Jacobson Tasch 《Journal of Experimental Education》2013,81(4):319-361
The relationships among attributional beliefs, self-perception of competence, knowledge, and reported use of learning and reading strategies and reading achievement were investigated. Subjects included 104 Grade 5, 133 Grade 7, and 101 Grade 9 students with and without learning difficulties. Results provided empirical support for a close relationship between motivation and strategic learning proposed in recent metacognitive theories. Although the motivation variables had a more important role than strategic learning in explaining achievement variance in the younger grades, strategic learning was found to mediate between the effects of motivation on reading achievement in Grade 9. Further, a pattern of learned helplessness was observed among the poor learners in the study. Implications of these findings for instruction are discussed. 相似文献
8.
Jing-Ru Wang Shin-Feng Chen I. Fang Ching-Ting Chou 《International Journal of Science Education》2013,35(4):693-713
This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of structure of science text, and knowledge of science reading strategies. The main contribution of the current research was to provide evidence about the relationship between metacognitive awareness and comprehension of science text. In addition, data comparisons to Canadian (British Columbia) benchmarks from the original development revealed that metacognitive awareness of science reading deteriorated from elementary to middle school in both countries, and there were no significant differences of metacognitive awareness of science reading between Canadian and Taiwanese students. Instructional suggestions for raising students' metacognitive awareness on science reading were discussed. 相似文献
9.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
10.
Piret Soodla Anna-Liisa Jõgi Eve Kikas 《European Journal of Psychology of Education - EJPE》2017,32(2):201-218
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. 相似文献
11.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
12.
《The Journal of educational research》2012,105(4):211-225
Abstract The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning. 相似文献
13.
The amount that students read for enjoyment and for school is a major contributor to students' reading achievement and knowledge of the world. Consequently, it is important to identify the factors that predict amount of reading. A literature review revealed that motivation, strategy-use, and past reading achievement all may be expected to predict reading amount. To examine these variables, a total of 251 students in Grades 3 and 5 was administered questionnaires of these constructs and a reading test. Results showed that amount of reading for enjoyment was predicted most highly by motivation, when all other variables were controlled statistically in multiple-regression analyses. In contrast, amount of reading for school was predicted most highly by strategy use, when all other variables were controlled. However, these predictions were different for students in Grades 3 and 5. Findings of the study indicate that amount of reading is multiply determined by cognitive and motivational constructs, which is consistent with an engagement perspective on reading development. Copyright 2001 Academic Press. 相似文献
14.
Kit Ling Lau 《教育心理学》2012,32(4):427-450
This study investigated the relation between teachers’ instructional practices and students’ self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students’ reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students’ SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students’ strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students’ negative reading behaviours. 相似文献
15.
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development. 相似文献
16.
以208名非英语专业大一学生为实验对象,分析了课堂上元认知训练对学生英语阅读所产生的可能效果.实验进行了前测、后测、问卷调查和访谈.结果表明,元认知训练能显著提高学生的英语阅读能力,并能促进学生更主动地把元认知知识应用于阅读,提高他们自主学习的能力;问卷调查和访谈显示了学生对训练总体持认同态度,但还存在分歧.本文指出了这次实验的教学启示. 相似文献
17.
Emily K. Gnaedinger Alycia M. Hund Matthew S. Hesson‐McInnis 《Mind, Brain, and Education》2016,10(4):233-246
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively. 相似文献
18.
Locher Franziska Maria Becker Sarah Schiefer Irene Pfost Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20
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.
相似文献19.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable
adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background
knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from
multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent
contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed
the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations
of the observed relations between motivation, cognitive variables, and reading comprehension are presented. 相似文献
20.
孙迎月 《山东商业职业技术学院学报》2010,10(2):48-49,54
通过对元认知概念的探源及对元认知与阅读关系的分析，把元认知策略引入高职英语阅读教学实践中，提出了具体的读前策略、读中策略及读后策略，用以培养学生的元认知能力，提高学生的英语阅读水平。 相似文献