Assessing Situated Reading Motivations across Content Areas: A Dynamic Literacy Motivation Instrument

Autor/in	Neugebauer, Sabina Rak
Titel	Assessing Situated Reading Motivations across Content Areas: A Dynamic Literacy Motivation Instrument
Quelle	In: Assessment for Effective Intervention, 42 (2017) 3, S.131-149 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508416666067
Schlagwörter	Reading Motivation; Content Area Reading; Literacy; Measures (Individuals); Middle School Students; Factor Analysis; Factor Structure; Correlation; Test Validity; Adolescents; Test Reliability; Group Activities; Interpersonal Relationship; Reading Achievement; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Lesemotivation; Sinnerfassendes Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Faktorenanalyse; Faktorenstruktur; Korrelation; Testvalidität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Testreliabilität; Gruppenaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Leseleistung
Abstract	While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students' content-area-specific reading motivations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01