Longitudinal relations between reading motivation and reading comprehension in the early elementary grades

Schiefele, Ulrich; Stutz, Franziska; Schaffner, Ellen

doi:10.1016/j.lindif.2016.08.031

Cited by 90 publications

(65 citation statements)

References 58 publications

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“…Finally, the stabilities of reading competence in the present study seem to be lower than the stabilities of comprehension measures observed in previous studies (Schaffner & Schiefele, ; Schiefele et al, ). This may be due to the longer duration of the present study (2 years) compared to other previous studies (1 year or shorter).…”

Section: Discussioncontrasting

confidence: 95%

“…The present study provides empirical support for reciprocal effects between intrinsic reading motivation and reading competence for secondary school native students. This is in line with the findings of McElvany et al () and Schiefele et al () who also confirmed reciprocal effects between intrinsic reading motivation and reading competence in a sample of elementary school children. The present study also provides empirical evidence for the mediating role of reading amount in the effect of intrinsic reading motivation on reading competence for native students.…”

Section: Discussionsupporting

confidence: 92%

“…Finally, in order to reconcile the self‐enhancement model with the skill‐development model, the reciprocal effects model (Guay et al, ) proposes that intrinsic reading motivation is an antecedent as well as a result of reading competence. Although from a theoretical and empirical perspective, the reciprocal‐effects model seems to be the most convincing (Morgan & Fuchs, ), only a few longitudinal studies (McElvany, Kortenbruck, & Becker, ; Schaffner et al, ; Schiefele, Stutz, & Schaffner, ) have provided empirical support for this model.…”

Section: The Direction Of the Relation Between Intrinsic Reading Motimentioning

confidence: 99%

“…In a sample of second and third graders, Schiefele et al () observed reciprocal cross‐lagged effects between an indicator of intrinsic reading motivation (reading involvement) and reading comprehension at the word and sentence levels. However, although the cross‐lagged effect of reading comprehension at the passage level on intrinsic reading motivation was significant, the reverse cross‐lagged effect was not found to be significant.…”

Section: The Direction Of the Relation Between Intrinsic Reading Motimentioning

confidence: 99%

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Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

Miyamoto

Pfost

Artelt

2017

Journal Research in Reading

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The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal cross-lagged effects between intrinsic reading motivation and reading competence from grades 5 to 7 for native students. In addition, the effect of grade 5 intrinsic reading motivation on grade 7 reading competence was mediated by grade 6 reading amount. However, for immigrant students, although the crosslagged effect of grade 5 reading competence on grade 7 intrinsic reading motivation was significant, the reverse effect was not significant. The present findings suggest that intrinsic reading motivation seems to be essential for the development of reading achievement for native students whereas it seems to be of less importance for immigrant students. HighlightsWhat is already known about this topic?• Intrinsic reading motivation and reading competence are significantly and positively correlated with each other.• The relation between intrinsic reading motivation and reading competence is mediated by reading amount.

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Section: Discussioncontrasting

confidence: 95%

Section: Discussionsupporting

confidence: 92%

Section: The Direction Of the Relation Between Intrinsic Reading Motimentioning

confidence: 99%

Section: The Direction Of the Relation Between Intrinsic Reading Motimentioning

confidence: 99%

See 2 more Smart Citations

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

Miyamoto

Pfost

Artelt

2017

Journal Research in Reading

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“…Less emphasized in the theoretical perspective of SDT is the bidirectional relation evidenced to exist between reading motivation and reading achievement (e.g., Morgan & Fuchs, 2007;Schiefele, Stutz, & Schaffner, 2016). It is important to keep this reciprocal relation in mind when considering how best to design literacy learning experiences that promote autonomous motivation.…”

Section: Pause and Pondermentioning

confidence: 99%

Fostering Autonomous Motivation and Early Literacy Skills

Erickson¹,

Wharton‐McDonald²

2018

The Reading Teacher

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The authors emphasize the importance of cultivating autonomous motivation for literacy in early childhood by supporting students’ basic psychological needs for autonomy, competence, and relatedness while building foundational skills. Additionally, the authors highlight four key findings specific to early childhood (pre‐K–2) literacy development: the power of teaching letters and associated phonemes in tandem, the impact of oral language on comprehension, the role of print concepts in learning to read, and the influence of early writing on reading. Sample activities, adapted from preexisting promising practices to incorporate opportunities for addressing students’ basic psychological needs, accompany each finding. Finally, the authors make a sincere appeal for additional research, including educator action research specific to early childhood literacy motivation.

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The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons

Cai,

Zhu,

Yang

2024

Psychology in the Schools

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A common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to reading achievement but a negative relation to math achievement. However, this belief is incomplete and potentially misleading as supporting evidence is usually derived from studies without simultaneously considering the mediated effect of reading self‐concept through reading achievement. The current study examined the direct and indirect effects of reading self‐concept on math achievement through reading achievement, using PISA 2018 data from 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed to control for confounding variances from the school level and above. The results showed that reading self‐concept had a direct and negative effect on math achievement, while also exerting a positive indirect effect on math achievement through reading achievement. Overall, the indirect effect outperformed the negative direct effect on math achievement. We concluded that reading self‐concept exerted a double‐edged effect on math achievement. These results should be able to shed new light on the contrasting comparison effect of self‐concept on academic achievement.

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Longitudinal relations between reading motivation and reading comprehension in the early elementary grades

Cited by 90 publications

References 58 publications

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

Fostering Autonomous Motivation and Early Literacy Skills

The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons

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