The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation

2015 ◽  
Vol 50 (2) ◽  
pp. 219-232 ◽  
Author(s):  
Franziska Schwabe ◽  
Nele McElvany ◽  
Matthias Trendtel
Keyword(s):  
Reading Achievement ◽  
Gender Gap ◽  
Reading Motivation ◽  
School Age ◽  
Item Format ◽  
Intrinsic Reading Motivation

scholarly journals Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

2017 ◽  
Vol 7 (1) ◽  
pp. 265 ◽  
Author(s):  
Ryan J. McGill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Reading Scores ◽  
Cognitive Achievement ◽  
General Factor ◽  
School Age ◽  
Chc Theory ◽  
Moderating Effects ◽  
Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

Autonomic Regulation on the Stroop Predicts Reading Achievement in School Age Children

2012 ◽  
Vol 6 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Derek R. Becker ◽  
Sybil Carrère ◽  
Chelsea Siler ◽  
Stephanie Jones ◽  
Bonnie Bowie ◽  
...  
Keyword(s):  
Reading Achievement ◽  
Autonomic Regulation ◽  
School Age Children ◽  
School Age

scholarly journals How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications

2020 ◽  
Vol 7 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda
Keyword(s):  
Reading Achievement ◽  
Cognitive Skills ◽  
School Administrators ◽  
Reading Motivation ◽  
Policy Implications ◽  
Policy Recommendations ◽  
Middle Grade ◽  
Multiple Dimensions ◽  
Motivation And Engagement ◽  
Complex Cognitive Skills

Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.

Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation

2019 ◽  
Vol 23 (5) ◽  
pp. 419-436 ◽  
Author(s):  
Karin Hebbecker ◽  
Natalie Förster ◽  
Elmar Souvignier
Keyword(s):  
Reading Achievement ◽  
Reading Motivation ◽  
Reciprocal Effects

Reading Motivation: Exploring the Elementary Gender Gap

2010 ◽  
Vol 49 (2) ◽  
pp. 129-141 ◽  
Author(s):  
Barbara A. Marinak ◽  
Linda B. Gambrell
Keyword(s):  
Gender Gap ◽  
Reading Motivation

scholarly journals Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

2021 ◽  
Author(s):  
Ivar Bråten ◽  
Natalia Latini ◽  
Ymkje E. Haverkamp
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Prior Knowledge ◽  
Text Comprehension ◽  
Reading Motivation ◽  
Analytic Approach ◽  
Behavioral Engagement ◽  
Written Responses ◽  
Educational Implications ◽  
Intrinsic Reading Motivation

AbstractUsing a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

scholarly journals Effects of DynEd Reading Course on Students’ Reading Proficiency and Reading Motivation

2021 ◽  
Vol 2 (3) ◽  
pp. 426-436
Author(s):  
Bai Donna S. Aliman
Keyword(s):  
College Students ◽  
Reading Skills ◽  
Reading Motivation ◽  
Reading Proficiency ◽  
State University ◽  
Language Program ◽  
Proficiency Level ◽  
Success Course ◽  
Before And After ◽  
Intrinsic Reading Motivation

Dynamic Education (DynEd) International Inc. is a leading provider of Interactive Language Program designed to enhance learners’ English communication skills. This study aimed to determine the effect of the DynEd’s Reading course on reading proficiency and reading motivation of the students in Mindanao State University-Maguindanao during 2nd Semester of A.Y. 2017-2018. The study was conducted with the college students taking Job Enabling English Proficiency (JEEP) Start 2 courses. Sixty students were randomly selected among the eligible students to take Reading for Success course of the DynEd courseware. In this study, single group experimental with pretest and posttest design was used. The reading section of a TOEFL and Motivation for Reading Questionnaire (MRQ) by Wang and Guthrie (2004) were used as research instruments. The results showed that before DynEd Reading course was introduced, the students’ reading proficiency level was described as low. However, after the 8-week long intervention using courseware, the students’ reading proficiency level increased to intermediate level. Moreover, the students’ intrinsic and extrinsic reading   motivation level before and after the intervention were all found out to be in “motivated” level. It was also found out that comparison between the pretest and posttest in reading proficiency and intrinsic reading motivation were significant. It was then concluded that the DynEd Reading course is effective in improving the reading proficiency level and intrinsic reading motivation of the college students. The result implies that DynEd courseware is an effective tool to enhance the reading skills of the students.

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