Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency |
| |
| Authors: | Christopher A Wolters Marcia A Barnes Paulina A Kulesz Mary York David J Francis |
| |
| Institution: | 1. Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA;2. Department of Special Education &3. Meadow's Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas, USA;4. Department of Psychology, University of Houston, Houston, Texas, USA;5. Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA |
| |
| Abstract: | The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556Crossref], Web of Science ®] , Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation. |
| |
| Keywords: | Adolescence fluency motivation reading comprehension |
|
|
