Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

“…In order to investigate the direction of the relation between intrinsic reading motivation and reading competence, it is also important to consider possible mediating processes of this relation. Reading amount , often measured by frequencies of reading, is found to explain the effect of intrinsic reading motivation on reading competence (Schaffner, Schiefele, & Ulferts, ; Stutz, Schaffner, & Schiefele, ). The mechanism of how intrinsically motivated students tend to improve their reading comprehension through an increased amount of reading involves the following steps.…”

“…However, previous studies which have examined the mediating role of reading amount seem to show inconsistent results. In a sample of elementary school children (grades 2 to 5), some studies have found mediation effects of reading amount on the relation between intrinsic reading motivation and reading comprehension (Schaffner et al, ; Stutz et al, ) while others have not (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, ; Wang & Guthrie, ). In these studies, although intrinsic reading motivation was related to reading amount, the reading amount did not significantly contribute to reading competence (De Naeghel et al, ; Wang & Guthrie, ).…”

Relations among personal initiative and the development of reading strategy knowledge and reading comprehension

“…Due to time constraints and concerns about training effects, we split the original test into two halves and applied only one of these halves at Time 1 (see Stutz, Schaffner, & Schiefele, 2016). Students had three and a half minutes to read six short narrative text passages followed by one or two multiple-choice questions.…”

La mejora de la comprensión lectora a través de modelos interactivos de lectura

“…En primer lugar, las personas que leen más tienden a leer mejor (Allington, 2014). Diferentes investigaciones han mostrado una relación significativa entre la cantidad que una persona lee y su habilidad para leer (Clark y DeZoysa, 2011;Garan y DeVoogd, 2008) y, especialmente, con su comprensión (Krashen, 2006;Stutz, Schaffner y Schiefele, 2016). En segundo lugar, la motivación afecta también la parte cualitativa de la lectura.…”

“…Muchas investigaciones han relacionado algunas funciones ejecutivas con las dificultades en la lectura, principalmente la memoria de trabajo Carretti et al, 2009;García-Madruga y Fernández, 2008;Gómez Veiga et al, 2013), la atención (Oakhill y Cain, 2007) y la inhibición (Cain, 2006;Kendeou et al, 2014). Del mismo modo se ha puesto de manifiesto que dentro de este proceso de comprensión debemos tener en cuenta un aspecto clave: la motivación con la que el alumno se enfrenta a esta actividad (Afflerbach et al, 2013;Allington, 2014;Anderson y Pearson, 1984;Clark y DeZoysa, 2011;Conradi et al, 2014;Garan y DeVoogd, 2008;Garner, 1987;Krashen, 2006;Mezzalira y Boruchovitch, 2014;Pressley et al, 1987;Stutz et al, 2016).…”