Does Early Reading Failure Decrease Children's Reading Motivation?

Autor/inn/en	Morgan, Paul L.; Fuchs, Douglas; Compton, Donald L.; Cordray, David S.; Fuchs, Lynn S.
Titel	Does Early Reading Failure Decrease Children's Reading Motivation?
Quelle	In: Journal of Learning Disabilities, 41 (2008) 5, S.387-404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408321112
Schlagwörter	Correlation; Pretests Posttests; Student Motivation; Grade 1; High Risk Students; Reading Skills; Early Reading; Reading Failure; Reading Motivation; Reading Ability; Reading Instruction; Tutoring; Teacher Attitudes; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Korrelation; Schulische Motivation; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Reading skill; Lesefertigkeit; Frühlesen; Reading disability; Reading weakness; Leseschwäche; Lesemotivation; Reading competence; Lesekompetenz; Leseunterricht; Förderkonzept; Nachhilfeunterricht; Lehrerverhalten
Abstract	The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. (Contains 5 tables, 2 figures, and 6 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10