Reading Motivation and Reading Comprehension Growth in the Later Elementary Years

Autor/inn/en	Guthrie, John T.; Hoa, A. Laurel W.; Wigfield, Allan; Tonks, Stephen M.; Humenick, Nicole M.; Littles, Erin
Titel	Reading Motivation and Reading Comprehension Growth in the Later Elementary Years
Quelle	In: Contemporary Educational Psychology, 32 (2007) 3, S.282-313 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2006.05.004
Schlagwörter	Reading Comprehension; Reading Motivation; Elementary School Students; Pretests Posttests; Interviews; Teacher Attitudes; Student Attitudes; Reading Tests; Scores; Student Motivation; Correlation; Predictor Variables; Reading Instruction; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Leseverstehen; Lesemotivation; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Lesetest; Schulische Motivation; Korrelation; Prädiktor; Leseunterricht
Abstract	Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. We obtained pre- and post-interview data, teacher ratings, motivation self-reports, and reading comprehension scores. Interviews showed motivation constructs to be semi-independent. Students' reading motivations for narrative and information texts were not highly associated; and self-reports and other motivation reports were not highly associated, but situated and general reading motivations were correlated. Interview-based coding of motivation predicted reading comprehension growth, but reading comprehension did not predict motivation growth. Situated motivation for information books predicted general motivation growth according to multiple regression analyses. Implications for an engagement model of reading development were discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10