How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum

Proctor, C. Patrick; Daley, Samantha G.; Louick, Rebecca; Leider, Christine Montecillo; Gardner, Graham L.

doi:10.1016/j.lindif.2014.10.014

Cited by 71 publications

(24 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research has rarely investigated reading motivation in students who are ELs (Ivey & Broaddus, 2007;Taboada et al, 2010). Most L2 studies have investigated the role of reading motivation in post/secondary students' reading development (e.g., Proctor et al, 2014). Dhanapala and Hirakawa (2016) reported that intrinsic motivation for reading positively predicted L2 reading comprehension in college students whose L1 is Sinhala and L2 is English.…”

Section: Reading Motivationmentioning

confidence: 99%

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Hwang

Duke

2020

AERA Open

View full text Add to dashboard Cite

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs.

show abstract

Section: Reading Motivationmentioning

confidence: 99%

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Hwang

Duke

2020

AERA Open

View full text Add to dashboard Cite

show abstract

“…The role of motivation in English as a Foreign Language (EFL) has been researched with a strong emphasis on its relationship to language learning achievement (Bernaus & Gardner, 2009;Dörnyei & Ushioda, 2013;Patrick Proctor et al, 2014). However, little attention has been paid to the link between motivation and learning autonomy (Spratt et al, 2002;Z.…”

Section: Introductionmentioning

confidence: 99%

Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

Bravo¹,

Intriago²,

Villafuerte³

et al. 2017

ELT

View full text Add to dashboard Cite

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt's questionnaire that regards 'autonomy and motivation' as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants' learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

show abstract

“…The study of motivation and reading comprehension showed that intrinsic and extrinsic motivations play a salient role in affecting students' performance in reading (Proctor, Daley, Louick, Leider, & Gardner, 2014;Wang & Guthrie, 2004). Intrinsic motivation is "a concern with learning and mastering the task using self-set standards and self-improvement," and extrinsic motivation is "a focus on getting good graders and pleasing others" (Pintrich, 1999, p. 466).…”

Section: Introductionmentioning

confidence: 99%

Chinese College Test Takers’ Individual Differences and Reading Test Performance

Zhang

2016

Percept Mot Skills

View full text Add to dashboard Cite

This study reports on the relationships between test takers' individual differences and their performance on a reading comprehension test. A total of 518 Chinese college students (252 women and 256 men; M age = 19.26 year, SD = 0.98) answered a questionnaire and sit for a reading comprehension test. The study found that test takers' L2 language proficiency was closely linked to their test performance. Test takers' employment of strategies was significantly and positively associated with their performance on the test. Test takers' motivation was found to be significantly associated with reading test performance. Test anxiety was negatively related to their use of reading strategies and test performance. The results of the study lent support to the threshold hypothesis of language proficiency. The implications for classroom teaching were provided.

show abstract

How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum

Cited by 71 publications

References 42 publications

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

Chinese College Test Takers’ Individual Differences and Reading Test Performance

Contact Info

Product

Resources

About