Motivation for reading comprehension

Anmarkrud, Øistein; Bråten, Ivar

doi:10.1016/j.lindif.2008.09.002

Cited by 131 publications

(107 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…With regard to the regression analyses, for comprehension, both dimensions of motivation explained variance in this reading skill (although expectancy marginally failed to meet the threshold for significance, and reading value explained more variance; consistent with Anmarkrud & Bråten, 2009). These correlational findings give support to further investigation of interventions aimed at boosting reading motivation.…”

Section: Discussionmentioning

confidence: 78%

“…The present study investigates the relationship between adolescents' reading motivation, reading habits and reading skills, to identify the extent to which these affective and behavioural aspects of reading predict variation in reading skill. Since reading is an activity that often requires focus, sustained interest and effort, motivation has been found to predict reading performance over and above cognitive abilities (Anmarkrud & Bråten, 2009;Logan, Medford & Hughes, 2011;Medford & McGeown, 2011;Taboada, Tonks, Wigfield & Guthrie, 2009). In addition, engagement in independent reading activities is likely to develop a range of reading skills; indeed, the relationship between print exposure and reading ability is well established (Mol & Bus, 2011).…”

Section: Running Head: Adolescent's Reading Skill Motivation and Habitsmentioning

confidence: 99%

“…See Wigfield and Eccles (2000) for a comprehensive review of the expectancy-value theoretical framework and Schiefele, Schaffner, Moller and Wigfield (2014) for a recent discussion of the extent to which expectancy-value constructs overlap with other reading motivation concepts. Running head: ADOLESCENT'S READING SKILL, MOTIVATION AND HABITS To examine the relationship between reading motivation and attainment in adolescents, Anmarkrud and Bråten (2009) investigated expectancy and value components of motivation and reading comprehension performance, and found that both correlated equally with reading comprehension skill. However, after entering gender and cognitive variables as predictors, only value predicted unique variance in reading comprehension.…”

Section: Motivation and Reading Skillmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

View full text Add to dashboard Cite

(2015) 'Exploring the relationship between adolescent's reading skills, reading motivation and reading habits.', Reading and writing., 28 (4). pp. 545-569.Further information on publisher's website:http://dx.doi.org/10.1007/s11145-014-9537-9Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9537-9Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word

show abstract

Section: Discussionmentioning

confidence: 78%

Section: Running Head: Adolescent's Reading Skill Motivation and Habitsmentioning

confidence: 99%

Section: Motivation and Reading Skillmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Moreover, to make it clear that the items refer back to the recently completed task, the verb should be in the past tense (e.g., "I tried to find ideas that recurred in several texts") instead of in the present tense (e.g., "I try to find ideas that recur in several texts"). It should be noted that Bråten and colleagues (Anmarkrud and Bråten 2009;Samuelstuen 2004, 2007;Bråten 2005, 2007) have demonstrated validity for self-reports on such a task-specific strategy inventory in several investigations of single-text reading.…”

Section: Measurement Issuesmentioning

confidence: 99%

Measuring strategic processing when students read multiple texts

Bråten

Strømsø

2011

Metacognition Learning

Self Cite

102

View full text Add to dashboard Cite

This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were identified through factor analysis: one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration. In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge had been removed.Keywords Multiple-text comprehension strategies . Multiple-text comprehension . Prior knowledge . Measuring strategic processingThe main purpose of this study was to design and validate a task-specific self-report measure of strategic multiple-text processing. Building upon the strategy conceptualizations of Weinstein and Mayer (1986) and Alexander et al. (1998), Bråten and Samuelstuen (2004) defined text comprehension strategies as forms of procedural knowledge that readers voluntary use for acquiring, organizing, or transforming text information, as well as for reflecting on and guiding their own text comprehension, in order to reduce a perceived discrepancy between a desired outcome and their current state of understanding. There is much prior research documenting that the use of deeper-level strategies falling in the broad categories of organization, elaboration, and monitoring is particularly important for successful comprehension performance when students read single texts (McNamara 2007; National Reading Panel 2000;Trabasso and Bouchard 2002). Especially, analyses of thinkaloud protocols (Ericsson and Simon 1980) have shown that good readers are strategically Metacognition Learning (2011) 6:111-130 DOI 10.1007 I. Bråten (*) : H. I. Strømsø Institute for Educational Research, University of Oslo, P.O. Box 1092 Blindern, N-0317 Oslo, Norway e-mail: ivar.braten@ped.uio.no active as they read, predicting upcoming text content, drawing inferences, asking and answering questions, creating images, reflecting on main points, and constructing personal interpretations (Pressley and Afflerbach 1995). In addition, good readers often jump back and forth in text and distribute their attention unequally, that is, paying more attention to some parts of the text than to others (Pressley and Harris 2006). In contrast, a hallmark of poorer readers seems to be that they read less actively, failing to produce the strategies when reading that good readers use to comprehend text. Moreover, poorer readers are much more likely to read word by word in a linear way (Duke et al. 2004;Pressley and Harris 2006). However, as shown by A...

show abstract

“…Indeed, accumulated recent scientific evidence emphasizes the role of motivation in reading comprehension processes and its development, where correlation was encountered between motivation level and growth in comprehension skills (e.g. Taboada et al, 2009;Guthrie et al, 1999;Guthrie et al, 2007;Anmarkrud & Braten, 2009;Stipek, 2002;Gottfried, 1990;Hidi & Harackiewicz, 2000;Wigfield & Guthrie, 1997;Guthrie et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Makhoul¹,

Olshtain²,

Ibrahim³

2015

PSYCH

View full text Add to dashboard Cite

The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children's progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.

show abstract

Motivation for reading comprehension

Cited by 131 publications

References 18 publications

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Measuring strategic processing when students read multiple texts

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Contact Info

Product

Resources

About