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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Vydané v:	Reading & writing Ročník 32; číslo 5; s. 1197 - 1218
Hlavní autori:	Troyer, Margaret, Kim, James S., Hale, Elizabeth, Wantchekon, Kristia A., Armstrong, Catherine
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.05.2019 Springer Springer Nature B.V
Predmet:	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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Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0922-4777 1573-0905
DOI:	10.1007/s11145-018-9907-9