The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective?

Autor/inn/en	Urfali Dadandi, Pakize; Ungan, Suat
Titel	The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective?
Quelle	In: Reading & Writing Quarterly, 39 (2023) 2, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urfali Dadandi, Pakize) ORCID (Ungan, Suat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2070564
Schlagwörter	Cognitive Processes; Student Motivation; Reading Comprehension; Nonfiction; Self Efficacy; Grade 6; Vocabulary; Prior Learning; Reading Strategies; Secondary School Students; Foreign Countries; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schulische Motivation; Leseverstehen; Non-fiction; Nichtfiktionaler Text; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06; Wortschatz; Vorkenntnisse; Reading strategy; Leselernstufe; Lesetechnik; Sekundarschüler; Ausland; Prädiktor; Türkei
Abstract	Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to improve reading comprehension. The current study aims at examining the cognitive and motivational factors to explain reading comprehension. In the light of the related literature, the cognitive factors in this study were vocabulary, prior knowledge, and use of reading strategies, while the motivational factors include motivation and self-efficacy. Both informative and narrative texts were used to measure the success in reading comprehension. The participants were composed of 384 students studying in 6th grade (F: 205, M: 179). The study results reveal that cognitive and motivational factors predict reading comprehension at a statistically significant level. The most effective two factors are vocabulary and prior knowledge, both of which are cognitive factors. The order of relative importance of the variables is vocabulary, prior knowledge, motivation, self-efficacy, and reading strategies. There are some suggestions made in the light of the study results for researchers and practitioners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01