Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Abstract

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. HighlightsWhat is already known about this topic• There is a relation between reading motivation and reading achievement in upper-elementary school graders. • Intrinsic reading motivation is one of the factors related to success or failure in reading.

Extended reading: college students’ attitudes In selecting reading materials

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Accelerated Reader and high school students' reading self-efficacy : a case study

“…When students read because they earnestly enjoy reading, they are intrinsically motivated to read (Pintrich & Schunk, 2002;Schiefele et al, 2012). Intrinsic reading motivation has a significant positive impact on reading achievement (Gottfried, Fleming, & Gottfried, 2001;Becker, M., McElvany, N., & Kortenbruck, M., 2010;Vaknin-Nusbaum, Nevo, Brande, & Gambrel, 2017). Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017).…”

“…Intrinsic reading motivation has a significant positive impact on reading achievement (Gottfried, Fleming, & Gottfried, 2001;Becker, M., McElvany, N., & Kortenbruck, M., 2010;Vaknin-Nusbaum, Nevo, Brande, & Gambrel, 2017). Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017). As early as second grade, students who struggle with reading exhibit a decrease in intrinsic reading motivation while strong readers' intrinsic reading motivation remains stable (Vaknin-Nusbaum et al, 2017).…”

“…Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017). As early as second grade, students who struggle with reading exhibit a decrease in intrinsic reading motivation while strong readers' intrinsic reading motivation remains stable (Vaknin-Nusbaum et al, 2017). The decreased intrinsic reading motivation can be attributed to the lower reading self-efficacy the low-achieving students experience (Hornstra, van der Veen, Peetsma, & Volman, 2012).…”

“…Executive functioning requires working memory, the ability to store Pham, 2016; Segers, Damhuis, van de Sande, & Verhoeven, 2016). The lack of success such students experience is an important factor in reading motivation (Gottfried & Gottfried, 2001;Morgan & Fuchs, 2007;Vaknin-Nusbaum et al, 2017).…”