How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading

Examining the Effectiveness of the Accelerated Reader Program in College Students Enrolled in a Teacher Education Program

“…These authors further assert that the relationship between intrinsic and extrinsic is complex and acknowledge that children are motivated to read in numerous ways. Park (2011) states that extrinsic reading motivation may not be detrimental if there are high levels of intrinsic motivation already established. Efforts to enhance and increase a child's reading ability cannot ignore the role of motivation, and teaching practices should be implemented to support and increase a child's motivation to read.…”

Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis

“…Testing can be assumed is one of these purposes. Park (2011) suggested that reading motivation should not be viewed as one predictor of reading performance, but as an umbrella system which is made up of several motivational components with a reciprocal relationship. In the Motivation to Read Profile, two of these reciprocal motivational components (self-concept and value of reading) were evaluated.…”

“…All of the aforementioned factors can be attributed to external and internal influences on an individual's motivation. Park (2011) stated, "This implies that reading motivation should be understood not as a simple direct predictor of reading performance but as a complex system in which various motivational components work reciprocally" (p. 357).…”

La mejora de la comprensión lectora a través de modelos interactivos de lectura

“…En segundo lugar, la motivación afecta también la parte cualitativa de la lectura. Los lectores motivados procesan de forma más efectiva y profunda lo que leen (Clark y DeZoysa 2011;Guthrie, Klauda y Ho, 2013;Park, 2011).…”

“…Más concretamente se han encontrado evidencias de que los alumnos más motivados procesan de forma más efectiva y profunda lo que leen (Clark y DeZoysa, 2011;Guthrie et al, 2013;Park, 2011). El factor más estudiado en relación a la motivación y la comprensión lectora es la autoeficacia o autoconcepto hacia la lectura (Becker et Desde los años 70 surgen distintos programas de intervención encaminados al desarrollo de la comprensión lectora.…”