Heterogeneity in reading achievement and mindset of readers with reading difficulties
Samantha A. GeselRachel E. DoneganJungyeong HeoYaacov PetscherJeanne WanzekStephanie Al OtaibaChristopher J. Lemons
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Mindset
Reading motivation
Background A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth‐grade students' motivational (i.e., reading motivation and reading self‐concept) and behavioural characteristics (i.e., reading strategy use, reading engagement and reading frequency) and their reading comprehension. Furthermore, differential relationships across educational tracks are investigated. Methods A total of 2,485 ninth‐grade students completed a standardised reading comprehension test and an online questionnaire to operationalise the motivational and behavioural reading variables. Data were analysed using multigroup structural equation modelling to study potential differential relationships across educational tracks (i.e., academic, technical and vocational track). Results Motivational and behavioural characteristics were directly related to students' reading comprehension. Moreover, the relationships between motivational characteristics and reading comprehension were mediated by behavioural characteristics. As to differences across educational tracks, not all of the relationships were corroborated similarly for each track. Conclusion Generally, the results emphasise the importance of considering the ‘bigger picture’, taking into account the respective contribution of both behavioural and motivational characteristics to secondary school students' reading comprehension and concurrently considering differences across educational tracks.
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Adolescence is the golden stage for developing reading ability. Reading ability is an important factor in promoting teenagers’ know-how and cognitive structure. For teenagers who are at the stage of forming views on the world, life, and values, reading is a key part of understanding the external world. This study is an empirical analysis conducted on 210 teenagers through questionnaires to explore the influence of perceived value of social reading on teenagers’ reading ability by using the structural equation model. The results show that first, the perceived value of social reading affects teenagers’ reading ability; second, social reading motivation is the mediator of the above relationship; third, the perceived value of social reading affects teenagers’ reading ability through reading motivation. In regard to that, it is proposed that the characteristics of perceived value should be made use to stimulate students’ learning motivation and improve teenagers’ reading ability in the process of policy formulation of governmental departments and the teaching in schools.
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Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the reading efficacy factor showed the highest correlation with inferential comprehension. A difference of about 0.51 was confirmed when calculating the effect size for inferential understanding between a group with high reading motivation and a group with low reading motivation. Second, the correlation between reading motivation and inferential comprehension was high in both the high and low reading motivation groups. Third, when calculated by the effect size, a difference of about 0.19 was confirmed in the inferential comprehension by gender of the group with high motivation to read, but a difference of about .01 was confirmed in the inferential comprehension by gender in the group with low motivation to read. Conclusions First, it is necessary to consider reading motivation when teaching reasoning comprehension, and it is necessary to check reading motivation in advance and design teaching and learning considering it when teaching reasoning comprehension targeting students with low reading motivation. Second, when teaching literature subjects that mainly deal with narrative texts, it is necessary to check students' reading motivation and consider it, and the use of narrative texts can be effective when teaching inferential understanding. Third, if female students are expected to have a higher level of inferential understanding than male students, and instruction in reading may not achieve the intended educational effect.
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Abstract Online extensive reading has been shown to improve English reading comprehension and related motivational factors. However, few studies have examined the structural relationship between affective variables and reading comprehension in this platform. Thus, this study designed an online extensive reading program to examine this relationship and the affective behavior of a sample of university students. Clustered random sampling was used to select two experimental groups (N = 120, N = 130) and a control group (N = 100), who were requested to take the Test of English as a Foreign Language reading comprehension pre-and post-tests and complete online surveys about self-beliefs, reading motivation, and English reading behavior. Based on the findings, the experimental groups significantly outperformed the control group in reading comprehension. Meanwhile, reading self-efficacy predicted intrinsic and extrinsic motivation, but self-concept only predicted extrinsic drive. Although there was no correlation between extrinsic or intrinsic motivation and English reading comprehension, only the latter mediated self-efficacy with English reading behavior. Surprisingly, reading behavior did not mediate intrinsic motivation and reading comprehension. The findings imply that internal motivation and reading behavior cannot guarantee students’ reading comprehension achievement.
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This study explored the relationships among reading motivation, reading strategy use and, reading comprehension in EFL reading. A cohort of 308 male and female EFL students at the preparatory year of an emerging Saudi university completed a reading motivation questionnaire, a reading strategy questionnaire, and a reading comprehension test. Independent samples t-test results revealed that students with high reading motivation (extrinsic, intrinsic, and efficacy) used three reading strategy categories (pre, while, and post-reading strategies) more frequently than students with moderate reading motivation. Similarly, students with high reading motivation were found to have better reading comprehension. Reading strategy use was also found to induce significant differences in students’ reading comprehension. Results of multiple regression revealed that extrinsic motivation was the best predictor of students’ reading strategy use and reading comprehension. Of all strategy categories, while-reading strategies were the best predictor of students’ reading comprehension. Of all motivation and strategy factors, while-reading strategies, reading efficacy and extrinsic motivation significantly predicted reading comprehension, with while-reading strategies being the strongest predictor. Implications for reading instruction and suggestions for further research are offered.
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목적 본 연구에서는 읽기 과정 중, 읽기 동기와 자기 조절 읽기 전략의 Mindless 읽기 감소에 미치는 영향 관계에 대해 살펴보았다. Mindless 읽기는 읽기 과정 중 주의 산만과 같이 읽기에 몰입하지 못하는 비몰입상태를 의미한다. 방법 이에 따라 학생들이 텍스트를 읽는 과정 중 읽기 동기와 자기 조절 읽기 전략이 Mindless 읽기에 미치는 영향 관계에 대해 확인하는 것을 연구 문제로 하였다. 연구 문제의 해결을 위해 실험 전 학생들의 읽기 동기에 대한 측정이 있었으며 실험 과정 중 자기 조절 읽기 전략에 대한 측정과 사고 탐침 포착방식(Probe caught)에 의한 Mindless 읽기에 대한 측정이 이루어졌다. 연구 기간은 2020년 10월부터 12월 초까지였으며 연구대상자는 초등학교 5, 6학년 학생 155명(남: 74명, 여:81명)이었다. 결과 읽기 동기는 Mindless 읽기 감소에 직접적인 영향을 미치지 못하고 자기 조절 읽기 전략을 매개로 하여 간접적인 영향을 미치는 것으로 나타났다. 결론 연구 결과를 바탕으로 읽기 과정 중 학생들의 몰입을 위해 자기 조절 읽기 교육의 중요성에 대한 시사점을 도출했다는 데 그 의의가 있다.
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ABSTRACTS This study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing structural equation modeling. Fourth‐grade students (187 U.S. and 197 Chinese) were administered a reading test and two questionnaires regarding reading motivation and reading amount. A final model fit the data well, showing that intrinsic motivation predicted text comprehension for both student groups after controlling for all other variables. Extrinsic motivation negatively predicted text comprehension except when associated with intrinsic motivation. Reading amount did not predict text comprehension after controlling for motivational variables. The structural relationships were statistically equivalent across the U.S. and Chinese groups. Cultural influences on reading motivation, reading amount, and comprehension were discussed.
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ABSTRACTThe research aims at revealing whether: (1) Shadow-Reading is moreeffective than Guided Reading to generate students’ reading comprehension; (2)the students with high level of motivation have better reading comprehension thanthose with low level of motivation; and (3) there is an interaction betweenteaching methods used and students’ levels of motivation. This research involvesthree variables; two independent variables and a dependent variable. The twoindependent variables are teaching methods (Shadow-Reading and GuidedReading) and students’ level of motivation. Meanwhile, the dependent variable isreading comprehension. The research examines the effect of the two independentvariables on the dependent variable.The research was conducted in the second semester of the eighth grade ofSMP Negeri 1 Singkawang in the academic year of 2014/2015. The samplingused was cluster random sampling. The samples were two classes which consistedof 30 students of class VIII F as the experimental class and 30 students of classVIII C as the control class. The instruments used in this research covered learningmotivation test (questionnaire) and reading comprehension test. Before beingapplied, both the learning motivation and the reading comprehension test weretried out to test validity and reliability of the items. The data obtained from thetreatment were analyzed using ANOVA 2x2 and Tukey test.The result of the research reveals that: (1) Shadow-Reading is moreeffective than Guided Reading to generate students’ reading comprehension; (2)the students with high level of motivation have better reading comprehension thanthose with low level of motivation; and (3) there is an interaction betweenteaching methods and the students’ level of motivation to generate students’reading comprehension.Therefore, it can be concluded that Shadow-Reading is an effectivemethod to generate students’ reading comprehension to the eighth grade studentsof SMP Negeri 1 Singkawang in the academic year of 2014/2015. However, in theimplementation of the methods, the teacher must consider about the students’level of motivation. The result of this research showed that motivation influencesthe students’ reading comprehension. By considering the students’ level ofmotivation, the teacher can apply Shadow-Reading to teach reading in order togenerate students’ reading comprehension.Keywords: experimental study, reading comprehension, shadow-reading, guidedreading, motivation
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