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1.
The relationship between motivation to read and reading comprehension in chilean elementary students
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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Nevo Einat Vaknin-Nusbaum Vered Brande Sigalit Gambrell Linda 《Reading and writing》2020,33(8):1945-1970
The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.
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ABSTRACTThe goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed. 相似文献
4.
Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's intrinsic reading motivation was predicted by their reading skill, reading self-concept, and personality characteristics. Two hundred and ninety five children (aged 10–11) completed questionnaires measuring reading motivation, reading self-concept, personality characteristics, and also completed a reading assessment. It was found that personality explained significant variance in intrinsic reading motivation after accounting for reading skill and reading self-concept. Furthermore, personality factors accounted for similar amounts of variance in intrinsic reading motivation as reading self-concept and skill. The implications for improving children's motivation to read are discussed, in addition to the importance of tailoring educational and motivational strategies to individuals. 相似文献
5.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation. 相似文献
6.
This study investigates the effects of learning progress assessment (LPA) combined with student-set goals on students’ reading achievement, reading motivation, and reading self-concept in fourth grade. Classes (n = 41) were assigned to either an LPA group with goal setting (LPA-G), an LPA group only (LPA), or a control group (CG). Students of both LPA groups completed eight LPA tests over a period of six months, and teachers received information about their learning progress. Students in the LPA-G group specified goals before the tests and reflected their goal achievement afterwards. Results indicate that growth in reading was higher for students in the LPA group compared to students in the two other groups. Unexpected negative effects of the goal-setting procedure were found on the development of intrinsic reading motivation and individual reading self-concept. The results are discussed with regard to teacher behavior and the use of diagnostic information for instruction. 相似文献
7.
Sarah Logan Emma Medford 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):85-94
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
8.
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
9.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
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
10.
This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc. 相似文献
11.
AbstractThis 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
12.
This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance. 相似文献
13.
Rune AndreassenIvar Bråten 《Learning and Instruction》2011,21(4):520-537
In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading motivation. Results indicated that during a five-month intervention period, students in the intervention group increased their strategic competence and comprehension performance relative to controls. However, no effect was found on reading motivation. The overall pattern of results is explained in relation to the implementation quality of the four instructional principles, with implementation data indicating that the principles of reading-group organization and reading motivation were particularly difficult for the teachers to translate into classroom practice. 相似文献
14.
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
15.
Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading self-concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting self-concept. Moreover, the self-enhancement hypothesis (self-concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itself and reading self-concept, the latter particularly at the beginning of secondary school. 相似文献
16.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
| Nonie K. LesauxEmail: |
17.
Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers 
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下载免费PDF全文 Vered Vaknin‐Nusbaum Einat Nevo Sigi Brande Linda Gambrell 《Journal of Research in Reading》2018,41(3):438-454
This investigation examined developmental aspects of 155 second‐graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self‐concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self‐concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies. 相似文献
18.
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using composite tests of vocabulary, reading comprehension and sight-word identification. Hierarchical linear regression was used to examine the effect of students’ perceived intrinsic motivation and competence, as well as teacher rated classroom engagement in the 5th grade, on reading achievement in the 8th grade. Important control variables were utilised such as gender, family SES, race/ethnicity and prior reading achievement. The results showed that intrinsic motivation to read, perceived competence and engagement in 5th grade significantly predict reading achievement in 8th grade. The importance students placed upon grades also predicted reading development. Implications for promoting intrinsic motivation and strong engagement in schools are discussed. 相似文献
19.
AbstractThis paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n?=?46, 3.5%), (2) slow readers with only fluency difficulties (n?=?70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (n?=?88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls. 相似文献
20.
《Australian Journal of Learning Difficulties》2013,18(1):43-50
Abstract Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors. 相似文献