The relationship between motivation to read and reading comprehension in chilean elementary students
This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Ga...
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| Veröffentlicht in: | Reading & writing 2020-12, Vol.33 (10), p.2437-2458 |
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| creator | Orellana, Pelusa Melo, Carolina Baldwin, Paula De Julio, Samuel Pezoa, José |
| description | This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed. |
| doi_str_mv | 10.1007/s11145-020-10051-3 |
| format | Article |
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Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. 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Melo, Carolina ; Baldwin, Paula ; De Julio, Samuel ; Pezoa, José</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-b0c65e6ecd791e1bced266c00df0d1a862b47c3fb4f1056a60e79005dc5c08fd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Education</topic><topic>Elementary School Students</topic><topic>Elementary schools</topic><topic>Foreign Countries</topic><topic>Grade 3</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Language and Literature</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Measures (Individuals)</topic><topic>Motivation</topic><topic>Neurology</topic><topic>Predictor Variables</topic><topic>Private Schools</topic><topic>Psycholinguistics</topic><topic>Public Schools</topic><topic>Readers</topic><topic>Reading achievement</topic><topic>Reading Comprehension</topic><topic>Reading Motivation</topic><topic>Self Concept</topic><topic>Self esteem</topic><topic>Skills</topic><topic>Social Sciences</topic><topic>Students</topic><topic>Values</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Orellana, Pelusa</creatorcontrib><creatorcontrib>Melo, Carolina</creatorcontrib><creatorcontrib>Baldwin, Paula</creatorcontrib><creatorcontrib>De Julio, Samuel</creatorcontrib><creatorcontrib>Pezoa, José</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>Reading & writing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Orellana, Pelusa</au><au>Melo, Carolina</au><au>Baldwin, Paula</au><au>De Julio, Samuel</au><au>Pezoa, José</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1272824</ericid><atitle>The relationship between motivation to read and reading comprehension in chilean elementary students</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2020-12-01</date><risdate>2020</risdate><volume>33</volume><issue>10</issue><spage>2437</spage><epage>2458</epage><pages>2437-2458</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><abstract>This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11145-020-10051-3</doi><tpages>22</tpages></addata></record> |
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| subjects | Education Elementary School Students Elementary schools Foreign Countries Grade 3 Grade 4 Grade 5 Language and Literature Linguistics Literacy Measures (Individuals) Motivation Neurology Predictor Variables Private Schools Psycholinguistics Public Schools Readers Reading achievement Reading Comprehension Reading Motivation Self Concept Self esteem Skills Social Sciences Students Values |
| title | The relationship between motivation to read and reading comprehension in chilean elementary students |
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