Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication

Children’s motivation to read is a strong predictor of their reading comprehension. However, some recent research has suggested that the relationship between reading motivation and reading comprehension may be mediated through the amount that students read. This study attempts a conceptual replicati...

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Vydáno v:Reading & writing Ročník 32; číslo 5; s. 1197 - 1218
Hlavní autoři: Troyer, Margaret, Kim, James S., Hale, Elizabeth, Wantchekon, Kristia A., Armstrong, Catherine
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.05.2019
Springer
Springer Nature B.V
Témata:
Children
Comprehension
Correlation
Education
Elementary School Students
Elementary schools
Extrinsic motivation
Gender Differences
Generalizability
Grade 3
Grade 4
Grade 5
Incentives
Intrinsic motivation
Language and Literature
Linguistics
Literacy
Motivation
Neurology
Psycholinguistics
Reading
Reading Comprehension
Reading Habits
Reading Motivation
Recreational Reading
Reproducibility
Social Sciences
Socioeconomic Status
Structural equation modeling
Structural Equation Models
Structural models
Student Motivation
Students
Self-determination theory
Reading motivation
Elementary students
Reading comprehension
Reading amount
ISSN:0922-4777, 1573-0905
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Abstract Children’s motivation to read is a strong predictor of their reading comprehension. However, some recent research has suggested that the relationship between reading motivation and reading comprehension may be mediated through the amount that students read. This study attempts a conceptual replication of several existing models that explore the relationship among children’s reading motivations, out-of-school reading amount, and reading comprehension, using a large sample of over 4000 third- through fifth-graders in 59 U.S. elementary schools. Consistent with prior research, several control variables, including children’s prior reading comprehension ability, gender, and socioeconomic status, directly contributed to later reading comprehension. Results also replicated positive associations between intrinsic reading motivation, reading amount and reading comprehension, and negative associations between extrinsic reading motivation, reading amount and reading comprehension. Using structural equation models, our analyses found no evidence that the relationship between children’s intrinsic and extrinsic reading motivation and later reading comprehension was either partially or fully mediated by reading amount. This suggests that it is critical to attend to context-specific determinants of motivation and reading amount, including students’ background characteristics and quality of texts read. Furthermore, this study underscores the importance of replicating methods used by original researchers to confirm and disconfirm hypotheses, and of conducting research with large and diverse samples that enhance the generalizability of results.
AbstractList Children's motivation to read is a strong predictor of their reading comprehension. However, some recent research has suggested that the relationship between reading motivation and reading comprehension may be mediated through the amount that students read. This study attempts a conceptual replication of several existing models that explore the relationship among children's reading motivations, out-of-school reading amount, and reading comprehension, using a large sample of over 4000 third- through fifth-graders in 59 U.S. elementary schools. Consistent with prior research, several control variables, including children's prior reading comprehension ability, gender, and socioeconomic status, directly contributed to later reading comprehension. Results also replicated positive associations between intrinsic reading motivation, reading amount and reading comprehension, and negative associations between extrinsic reading motivation, reading amount and reading comprehension. Using structural equation models, our analyses found no evidence that the relationship between children's intrinsic and extrinsic reading motivation and later reading comprehension was either partially or fully mediated by reading amount. This suggests that it is critical to attend to context-specific determinants of motivation and reading amount, including students' background characteristics and quality of texts read. Furthermore, this study underscores the importance of replicating methods used by original researchers to confirm and disconfirm hypotheses, and of conducting research with large and diverse samples that enhance the generalizability of results.
Audience Intermediate Grades
Grade 3
Grade 4
Grade 5
Middle Schools
Primary Education
Elementary Education
Early Childhood Education
Author Armstrong, Catherine
Troyer, Margaret
Hale, Elizabeth
Wantchekon, Kristia A.
Kim, James S.
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  givenname: James S.
  surname: Kim
  fullname: Kim, James S.
  organization: Harvard Graduate School of Education
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  givenname: Elizabeth
  surname: Hale
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  organization: Harvard Graduate School of Education
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  givenname: Kristia A.
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  givenname: Catherine
  surname: Armstrong
  fullname: Armstrong, Catherine
  organization: Harvard Graduate School of Education
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Keywords Self-determination theory
Reading motivation
Elementary students
Reading comprehension
Reading amount
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SubjectTerms Children
Comprehension
Correlation
Education
Elementary School Students
Elementary schools
Extrinsic motivation
Gender Differences
Generalizability
Grade 3
Grade 4
Grade 5
Incentives
Intrinsic motivation
Language and Literature
Linguistics
Literacy
Motivation
Neurology
Psycholinguistics
Reading
Reading Comprehension
Reading Habits
Reading Motivation
Recreational Reading
Reproducibility
Social Sciences
Socioeconomic Status
Structural equation modeling
Structural Equation Models
Structural models
Student Motivation
Students
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Title Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication
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