Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers          下载免费PDF全文

Vered Vaknin‐Nusbaum  Einat Nevo  Sigi Brande  Linda Gambrell 《Journal of Research in Reading》2018,41(3):438-454

This investigation examined developmental aspects of 155 second‐graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self‐concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self‐concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies.  相似文献   

Editorial     

Yves Punie  Lieve Van den Brande  Ilkka Tuomi 《European Journal of Education》2013,48(1):5-10

A video abstract of this article can be viewed at http://www.youtube.com/watch?v=3FvyP1egxw0&feature=player_embedded  相似文献   

Oral reading fluency,reading motivation and reading comprehension among second graders     

Nevo  Einat  Vaknin-Nusbaum  Vered  Brande  Sigalit  Gambrell  Linda 《Reading and writing》2020,33(8):1945-1970

The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.

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