Effects of motivational and cognitive variables on reading comprehension |
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| Authors: | Ana Taboada Stephen M Tonks Allan Wigfield John T Guthrie |
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| Institution: | (1) College of Education & Human Development, George Mason University, Robinson Hall A, Room 320, 4400 University Drive, MS 4B3, Fairfax, VA 22030, USA;(2) Northern Illinois University, DeKalb, IL, USA;(3) University of Maryland, College Park, MD, USA |
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| Abstract: | 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. |
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| Keywords: | Background knowledge Cognitive strategies Comprehension Comprehension growth Internal motivation Questioning |
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