A Path Analytic Test of the Reading Strategies Mediation Model: Relating Cognitive Competences and Motivational Influences to Individual Differences in Fifth-Grade Students' Reading Comprehension

Autor/inn/en	Völlinger, Vanessa A.; Spörer, Nadine; Lubbe, Dirk; Brunstein, Joachim C.
Titel	A Path Analytic Test of the Reading Strategies Mediation Model: Relating Cognitive Competences and Motivational Influences to Individual Differences in Fifth-Grade Students' Reading Comprehension
Quelle	In: Journal of Educational Research, 111 (2018) 6, S.733-745 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Völlinger, Vanessa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1412930
Schlagwörter	Path Analysis; Reading Strategies; Mediation Theory; Models; Reading Comprehension; Reading Fluency; Vocabulary; Individual Differences; Elementary School Students; Grade 5; Reading Motivation; Reading Tests; Standardized Tests; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Pfadanalyse; Reading strategy; Leselernstufe; Lesetechnik; Mediationsverfahren; Analogiemodell; Leseverstehen; Wortschatz; Individueller Unterschied; School year 05; 5. Schuljahr; Schuljahr 05; Lesemotivation; Lesetest; Standadised tests; Standardisierter Test; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Deutschland
Abstract	This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01