From Reading Strategy Instruction to Student Reading Achievement: The Mediating Role of Student Motivational Factors

Autor/inn/en	Huang, Jing; Chen, Gaowei
Titel	From Reading Strategy Instruction to Student Reading Achievement: The Mediating Role of Student Motivational Factors
Quelle	In: Psychology in the Schools, 56 (2019) 5, S.724-740 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Gaowei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22217
Schlagwörter	Student Motivation; Reading Strategies; Teaching Methods; Reading Instruction; Student Attitudes; Gender Differences; Foreign Countries; Achievement Tests; Grade 4; Reading Achievement; Reading Tests; International Assessment; Correlation; Self Concept; Reading Attitudes; Reading Motivation; Elementary School Students; Role; Hong Kong; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Schulische Motivation; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schülerverhalten; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Korrelation; Selbstkonzept; Reading behavior; Rading behaviour; Leseverhalten; Lesemotivation; Rollen; Hongkong
Abstract	This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self-concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01