Students' self-perception of reading ability, enjoyment of reading and reading achievement

Third grade and concurrent predictors of engagement and achievement in reading in eighth grade

“…This was surprising, given that theoretical models of learning (e.g., Alexander, 1997Alexander, , 2003Guthrie & Wigfield, 2000) highlight the role of motivation in learning, and that previous studies have shown a relation between interest and achievement in reading (e.g., De Naeghel & Van Keer, 2012;Guay et al, 2003). However, the results of the current investigation are consistent with those of Kirby et al (2011), Guthrie et al (2007), and Smith et al (2012). Kirby et al (2011) found that the relation between interest and reading was weak after controlling for SES, cognitive ability, naming speed, and phonological awareness in children in grades one through three.…”

“…Indeed, reciprocal relations between academic self-concept and academic achievement have been revealed in secondary school students (McInerney, Cheng, Mok, & Lam, 2012). Interest in schooling and self-efficacy have been found to predict academic achievement in 12-15-year-olds (Adeyinka, Adedeji, & Olufemi, 2011), and a stronger relation between self-perception of competence and achievement is evident at age 12 than at age 8) Smith, Smith, Gilmore, & Jameson, 2012) Schiefele, Schaffner, Moller, and Wigfield's (2012) noted that a need remains for studies with a substantial time lag between measures in order to characterize these relations.…”

“…The current investigation extends these results to eighth grade students. Guthrie et al (2007) and Smith et al (2012) found that self-efficacy did not have a strong relation with reading achievement, suggesting that students do not have a strong awareness of their own capabilities in reading.…”

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

“…Özellikle okuma alışkanlığında 7. ve 8. sınıfta önemli düzeyde düşüş yaşanmakta (Alvermann ve Moore, 1991;Smith, Smith, Gilmore ve Jameson, 2012;McCoy ve Others, 1991;McKenna vd., 1995;Schatz ve Krashen, 2006) ve ortaokul döneminin sonuna kadar okuma alışkanlığı ciddi oranda bir gerileme göstererek neredeyse kaybolmaya yüz tutmaktadır (Campbell ve Kmiecik, 2004;McCoy ve Others, 1991). Okuma alışkanlığının geliştirilmesi sürecinde var olan sorunlar, yapılan mevcut uygulamaların yetersiz olduğunu (Yıldız ve Akyol, 2011), okumaya yeterince zaman ayırılmadığını (Kurudayıoğlu ve Çelik, 2013) ve okuma alışkanlığının istenilen düzeyde gelişmediğini doğrular niteliktedir (Collins, 1996;Karadağ, 2014;Odabaş vd., 2008;Ungan, 2008).…”

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

“…Since their lexile growth was so high in the beginning of the school year, and had decreased so much in the spring, these students might be permitted to attend their related arts classes. Smith (2012) found that girls outperformed males in literacy achievement and got more enjoyment out of the act of reading. This might be able to explain why the males' rate of lexile growth decreased so very much.…”