Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

Mucherah, Winnie; Yoder, Alyssa

doi:10.1080/02702710801982159

Cited by 92 publications

(87 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some studies, such as those conducted by Lau with a sample of students from the fourth to the eleventh year of education (Lau, 2009a) and from the seventh to the eleventh year (Lau, 2009b), or by Kelley and Decker (2009) with students from the sixth to the eighth year, have provided evidence a decline in beliefs about reading self-efficacy among pupils as their schooling progressed. In contrast, other studies, such as those conducted by Mucherah and Yoder (2008) with a sample of students in the sixth to eighth year of education, found an increase in believed reading self-efficacy over the course of schooling.…”

Section: Changes In Reading Self-efficacycontrasting

confidence: 43%

Differences in Reading Self-Efficacy between School Years and according to Gender // Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

Olivares¹,

Fidalgo

Torrance³

2015

REV PSICODIDACT

View full text Add to dashboard Cite

Differences in reading self-efficacy between school years and as a function of gender were studied in a sample of 1,060 Spanish students from the third year of primary education up to the fourth year of compulsory secondary education (equating to Years Four to Eleven in the British system). A scale for reading self-efficacy was used that differentiated three dimensions according to the level of complexity of the reading skills involved in a reading comprehension task. It distinguished between decoding skills, the construction of the textbase and the model of the situation. The results indicated a differential pattern of change in reading self-efficacy that emerged in the different dimensions, with a trend towards an increase in decoding and textual self-efficacy and a decrease in situational self-efficacy. In all dimensions of selfefficacy, the transition from primary to secondary education constituted a critical period. No differences in reading self-efficacy between the genders were observed during the period of education considered.Keywords: reading self-efficacy, differences between the genders, differences in schooling, reading comprehension achievement. ResumenSe analizan las diferencias en la auto-eficacia lectora entre cursos a lo largo de la escolaridad and en función del sex en una muestra de 1.060 alumnos españoles distribuidos desde 3.º EP a 4.º ESO. Se utilizó una escala de auto-eficacia lectora que diferencia tres dimensiones de acuerdo con el nivel de complejidad de las habilidades de lectura implicadas en la tarea de comprensión lectora, diferenciando entre habilidades ligadas a la decodificación, la construcción del texto base y el modelo de situación. Los resultados sugieren un patrón de cambio diferenciado en la auto-eficacia lectora en función de las diferentes dimensiones evaluadas, mostrando un incremento en la auto-eficacia en decodificación y textual, y un decrecimiento en la relacionada con el modelo de situación. En todas las dimensiones de la autoeficacia existe un periodo crítico en el paso a la Secundaria. No se obtuvieron diferencias en la auto-eficacia lectora en función del género a lo largo de la escolaridad.Palabras clave: auto-eficacia lectora, diferencias de género, diferencias en la escolaridad, rendimiento en comprensión lectora.

show abstract

Section: Changes In Reading Self-efficacycontrasting

confidence: 43%

Differences in Reading Self-Efficacy between School Years and according to Gender // Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

Olivares¹,

Fidalgo

Torrance³

2015

REV PSICODIDACT

View full text Add to dashboard Cite

show abstract

“…Baker (2003) noted that "parental support [for reading] includes such factors as the availability of reading materials in the home, parental reading behavior, and the frequency of reading to the child" (p. 89); however, the term reading support previously has not been formally defined in the reading literature. Based on an extensive review of prior research concerning parent involvement in older children's reading (Klauda, 2008) and studies that examined more general social factors in children's reading (Mucherah & Yoder, 2008;Palmer, Codling, & Gambrell, 1994), we identified seven categories of reading support: recommendation of or assistance in selecting reading materials, reading together, general encouragement to read, discussion of particular reading materials, serving as a reading model, provision of reading materials, and provision of space or opportunity for reading.…”

Section: Defining Reading Support and Reading Motivationmentioning

confidence: 99%

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Klauda

Wigfield

2011

Journal of Literacy Research

View full text Add to dashboard Cite

This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of reading-supportive behaviors. The survey was based on a synthesis of quantitative, qualitative, and mixed-methods research on older children's experiences of support for recreational reading. Theories emphasizing the importance of social factors in the development of reading motivation and attitudes and domain-general theories of motivation and social support also influenced the survey design and study hypotheses. Perceived reading support showed four underlying dimensions, two reflecting source of support and two reflecting type of support as the organizing element. Hierarchical multiple regression analyses demonstrated that perceived parent and friend support each contributed uniquely to the prediction of multiple dimensions of self-reported reading motivation and frequency, controlling for reading achievement, gender, and grade level. Children perceived greater reading support from their mothers than from their fathers or friends. There were few differences in perceived reading support, reading motivation, or habits by gender or grade level. The findings of this study expand the research base on the relations of children's experiences of parental support for reading with reading motivation and activity, which has largely focused on preschool and primary-grade children, to older children.

show abstract

“…En effet, la perception qu'ont les élèves de leur efficacité en lecture, du plaisir de lire, de l'importance accordée à la lecture, du lien entre la lecture et les notes scolaires et de la reconnaissance obtenue par la lecture est significativement corrélée à la réussite en lecture (Logan et Medford, 2011;Mucherah et Yoder, 2008). Or, chez les garçons du primaire, il semblerait que la motivation intrinsèque en lecture, la valeur qu'ils accordent à l'acte de lire et la motivation à satisfaire les attentes d'autrui et à obtenir de bonnes notes en lecture s'avèrent toutes moins élevées que chez les filles (Bouffard et al, 2005;McGeown, Goodwin, Henderson et Wright, 2012;Mucherah et Yoder, 2008;Senn, 2012). Pour remédier à la situation, plusieurs approches d'enseignement visant à développer la motivation extrinsèque en lecture par l'intermédiaire de moyens diversifiés ont été mises en place, favorisant les récompenses pour chaque lecture accomplie (Everhart, 2005).…”

Section: Vol 1 (1)unclassified

Recherche-action en contexte de projet plein air interdisciplinaire au primaire : nature des savoirs développés par les praticiens et réflexions méthodologiques

Lessard¹

2017

RHÉ

View full text Add to dashboard Cite

Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

Cited by 92 publications

References 33 publications

Differences in Reading Self-Efficacy between School Years and according to Gender // Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

Differences in Reading Self-Efficacy between School Years and according to Gender // Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Recherche-action en contexte de projet plein air interdisciplinaire au primaire : nature des savoirs développés par les praticiens et réflexions méthodologiques

Contact Info

Product

Resources

About