Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Klauda, Susan Lutz; Barber, Ana Taboada; McAllen, Elizabeth B.

doi:10.1080/02702711.2020.1783144

Cited by 2 publications

(2 citation statements)

References 34 publications

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“…In addition, when students are asked about their reading capabilities in general, they may have very different subskills of reading in mind, and these may differ from those assumed or intended by the researchers. Children are found to recall their capabilities to read fluently (Butz & Usher, 2015;Henk & Melnick, 1998) or their word-reading skills (Guthrie et al, 2007;Klauda et al, 2020) rather than their reading comprehension skills when they have evaluated their reading self-efficacy, whereas the outcome skill has often been reading comprehension skills. Therefore, it may be that children's self-efficacy evaluation and the outcome skill assessed by researchers have not fully corresponded.…”

Section: Measurement Of Reading Self-efficacymentioning

confidence: 99%

“…Butz and Usher (2015) found that students reported few physiological and emotional experiences in reading, and these experiences did not differ between low-and high-self-efficacy students. When students were explicitly asked to rate their level of reading-related negative arousals (Peura et al, 2021) or were asked about their feelings while reading a challenging book (Klauda et al, 2020), some expressed high negative arousal toward reading or stated that they were nervous while reading. Negative arousal in reading situations was found to relate also to lower beliefs of one's reading capabilities (Peura et al, 2021).…”

Section: Experiences That Build Reading Self-efficacymentioning

confidence: 99%

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Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

Peura

Aro

Räikkönen

et al. 2022

Academic Self-Efficacy in Education

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Self-efficacy has been found to be an important predictor of various learning-related outcomes. In this chapter, we focus on the role of academic self-efficacy in the context of reading among school-aged children. We first discuss measurement of reading self-efficacy both theoretically and in the light of recent empirical findings. We then turn on reviewing how reading self-efficacy contributes to reading achievement and development and focus on the variations in this relationship. Recent findings on how reading self-efficacy changes and develops over time as well as the varying role of the four theorized sources of self-efficacy in this development are being discussed. Finally, we look more closely on how reading selfefficacy can be intervened as a part of reading support by explicitly targeting the four sources of self-efficacy. The chapter concludes with suggestions for future research on children's academic self-efficacy in reading. Increased understanding of the individual processes in reading self-efficacy development seems to be needed to better address the needs of different groups of students with differentiated instruction.

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Section: Measurement Of Reading Self-efficacymentioning

confidence: 99%

Section: Experiences That Build Reading Self-efficacymentioning

confidence: 99%

Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

Peura

Aro

Räikkönen

et al. 2022

Academic Self-Efficacy in Education

View full text Add to dashboard Cite

show abstract

Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes

Erickson,

Davison,

Markmann

2023

Journal of Early Childhood Literacy

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How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks within a school-based, pull-out, English-only, reading intervention. Focal children’s motivation-related perceptions were elicited with two participatory interviews. Responses were compared with adults’ evaluations of the children’s behavioral engagement specific to the intervention. All DLLs shared their perceived benefits and costs of intervention involvement and made recommendations for improvement. Exercising autonomy within the intervention was found to be motivating for all children. The degree to which the intervention supported DLLs in sustaining valued connections with friends, family, and teachers also appeared to have a significant influence on motivation. The findings align with and extend existing literature that explores the reading motivation of older DLLs and young monolingual English speakers' motivations for reading within intervention programs. Collectively, findings imply that motivation theory and research, along with DLLs' own program-specific feedback, should inform intervention design and delivery.

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Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Cited by 2 publications

References 34 publications

Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes

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