Motivation for Reading and Writing in Kindergarten Children

Autor/in	Mata, Lourdes
Titel	Motivation for Reading and Writing in Kindergarten Children
Quelle	In: Reading Psychology, 32 (2011) 3, S. 272-299Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Forschungsbericht; Student Motivation; Factor Analysis; Kindergarten; Reading Motivation; Emergent Literacy; Writing (Composition); Young Children; Gender Differences; Self Concept; Reading Attitudes; Psychometrics + Suchen Sie Ihr Suchwort? Schulische Motivation; Faktorenanalyse; Lesemotivation; Frühleseunterricht; Schreibübung; Frühe Kindheit; Geschlechterkonflikt; Selbstkonzept; Reading behavior; Rading behaviour; Leseverhalten; Psychometry; Psychometrie
Abstract	This study characterizes the reading and writing motivations of kindergarten children. Four hundred fifty-one children participated in the study, answering questions measuring value, self-concept, and enjoyment of reading and writing. A factor analysis validated the conceptual motivational constructs. Findings indicate that kindergarten children have high motivation for both reading and writing, although scores for writing motivation were not as high as those for reading. Among the group studied, boys' and girls' motivational profiles are not markedly differentiated. Implications for future research and educational practices are discussed. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10