Changes in Interest and Affect during a Difficult Reading Task: Relationships with Perceived Difficulty and Reading Fluency

Autor/inn/en	Fulmer, Sara M.; Tulis, Maria
Titel	Changes in Interest and Affect during a Difficult Reading Task: Relationships with Perceived Difficulty and Reading Fluency
Quelle	In: Learning and Instruction, 27 (2013), S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2013.02.001
Schlagwörter	Student Interests; Reading Fluency; Middle School Students; Reading Difficulties; Models + Suchen Sie Ihr Suchwort? Studieninteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Analogiemodell
Abstract	This study investigated changes in middle school students' interest and affect during a moderately difficult reading task. The aim was to explore how changes in interest (topic and situational) and affect were related to students' reading fluency throughout the task and perceived difficulty. Interest and affect were recorded at four time points: before reading, twice during reading, and after reading. Latent growth curve analysis showed that interest and affect had different patterns of decline during the task. The change in interest was predicted by perceived difficulty and reading fluency, whereas the change in affect was predicted only by perceived difficulty. Results of an autoregressive, cross-lagged path model indicated that reading fluency significantly predicted subsequent ratings of situational interest, and topic interest predicted fluency on the first section. These findings suggest that, in the context of moderate reading difficulty, perceived difficulty and reading fluency have divergent effects on different motivational outcomes. (Contains 6 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10