A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

Autor/inn/en	Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica
Titel	A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading
Quelle	In: Reading Psychology, 37 (2016) 1, S.55-91 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2014.991481
Schlagwörter	Longitudinal Studies; Reading Comprehension; Reading Motivation; Role; Elementary School Students; Grade 1; Grade 2; Verbal Ability; Executive Function; Correlation; Intelligence Tests; Measures (Individuals); Task Analysis; Semantics; Phonology; Likert Scales; Scores; Pretests Posttests; Multivariate Analysis; Kaufman Brief Intelligence Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Lesemotivation; Rollen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mündliche Leistung; Korrelation; Intelligence test; Intelligenztest; Messdaten; Aufgabenanalyse; Semantik; Fonologie; Likert-Skala; Multivariate Analyse
Abstract	Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading were related to perceived competence in reading, whereas reading comprehension was significantly related to subjective value for reading. Motivation contributed significant, unique variance to reading comprehension concurrently and longitudinally (n = 31), beyond decoding ability, verbal ability, and reading-specific executive function. Findings have implications for theories of reading comprehension. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01