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Relations between Reading Motivation...

Johnson, Jennifer Maria.

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Relations between Reading Motivation and Reading Skills in Students with a Reading Disability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relations between Reading Motivation and Reading Skills in Students with a Reading Disability./
Author:	Johnson, Jennifer Maria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	55 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:	Dissertations Abstracts International80-04A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10815869
ISBN:	9780438386457

Relations between Reading Motivation and Reading Skills in Students with a Reading Disability.
Johnson, Jennifer Maria.

Relations between Reading Motivation and Reading Skills in Students with a Reading Disability. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 55 p.

Source: Dissertations Abstracts International, Volume: 80-04, Section: A.

Thesis (Ph.D.)--The University of Memphis, 2018.

This item must not be added to any third party search indexes.

The purpose of the present study was to examine the short-term longitudinal relations between two constructs of reading motivation (reading self-concept and value of reading) and two aspects of reading (reading fluency and reading comprehension) in a clinical sample of elementary school students diagnosed with a SLD in reading. Skills in reading fluency and comprehension were assessed by the Gray Oral Reading Tests, Fifth Edition (GORT-5; Wiederholt & Bryant, 2012) and reading motivation was assessed by the Motivation to Read Profile- Revised (MRP-R; Malloy, Marinak, Gambrell, & Mazzoni, 2013). A cross-lag panel analysis was used to examine autoregressive paths (the relation between the same variables at two points of time) and cross lagged paths (reading motivation at time 1 and reading skill at time 2; reading skill at time 1 and reading motivation at time 2) in a reciprocal effects model. Support was found for the autoregressive paths, but not for the cross-lagged paths in the reciprocal effects model. A time-reversed model was also analyzed to rule out the possibility that results from the reciprocal effects model were due to regression to the mean. Limitations of the current study, implications for educational practice, and directions of future research were discussed.

ISBN: 9780438386457Subjects--Topical Terms:

641385
Elementary education.

Relations between Reading Motivation and Reading Skills in Students with a Reading Disability.
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100 1 $a Johnson, Jennifer Maria. $3 3436959
245 1 0 $a Relations between Reading Motivation and Reading Skills in Students with a Reading Disability.
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300 $a 55 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Meisinger, Elizabeth B.
502 $a Thesis (Ph.D.)--The University of Memphis, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the present study was to examine the short-term longitudinal relations between two constructs of reading motivation (reading self-concept and value of reading) and two aspects of reading (reading fluency and reading comprehension) in a clinical sample of elementary school students diagnosed with a SLD in reading. Skills in reading fluency and comprehension were assessed by the Gray Oral Reading Tests, Fifth Edition (GORT-5; Wiederholt & Bryant, 2012) and reading motivation was assessed by the Motivation to Read Profile- Revised (MRP-R; Malloy, Marinak, Gambrell, & Mazzoni, 2013). A cross-lag panel analysis was used to examine autoregressive paths (the relation between the same variables at two points of time) and cross lagged paths (reading motivation at time 1 and reading skill at time 2; reading skill at time 1 and reading motivation at time 2) in a reciprocal effects model. Support was found for the autoregressive paths, but not for the cross-lagged paths in the reciprocal effects model. A time-reversed model was also analyzed to rule out the possibility that results from the reciprocal effects model were due to regression to the mean. Limitations of the current study, implications for educational practice, and directions of future research were discussed.
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