Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension

Autor/in	Liebfreund, Meghan D.
Titel	Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension
Quelle	In: Reading Psychology, 42 (2021) 2, S.177-196 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1888346
Schlagwörter	Reading Comprehension; Predictor Variables; Decoding (Reading); Vocabulary; Prior Learning; Reading Motivation; Elementary School Students; Reading Tests; Norm Referenced Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Prädiktor; Dekodierung; Wortschatz; Vorkenntnisse; Lesemotivation; Lesetest
Abstract	The present study employed regression analyses to examine the influence of cognitive competencies (decoding ability, vocabulary knowledge, prior knowledge) and intrinsic motivation (curiosity and involvement) on the comprehension of narrative and informational texts. Participants included 104 students in grades four and five. Results showed informational text comprehension was predicted with vocabulary knowledge and intrinsic motivation (involvement) while narrative text comprehension was predicted with decoding ability and intrinsic motivation (curiosity). Intrinsic motivation explained about 4% of the variance in comprehension for each text type beyond the other cognitive study variables. Reading comprehension -- regardless of text type -- was predicted with intrinsic motivation. Intrinsic motivation should be an area of emphasis in both research and instruction with a wide range of texts to support reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01