Eighth graders’ expository text comprehension
Do motivational aspects add to cognitive skills?
The present study examined whether ten motivations to read
expository texts moderated the effects of cognitive skills on eighth graders’
expository text comprehension, while accounting for the main effects of
cognitive skills. Furthermore, it was examined whether the effect of
motivational dimensions on expository text comprehension differed between
monolingual and bilingual Dutch students, and between poor and good readers.
Hundred fifty-two eighth graders took tests measuring their expository text
comprehension, sentence reading fluency, linguistic knowledge, metacognitive
knowledge and motivations to read expository texts. None of ten motivational
aspects did moderate the effect of cognitive skills on expository text
comprehension. Furthermore, there were no differences between monolingual and
bilingual Dutch students, or between poor and good readers, in terms of the
relationship between motivational dimensions and expository text comprehension.
Differences between our findings and results from other studies are interpreted
in the context of measurement specificity and the school system.
Article outline
- 1.Introduction
- 1.1The importance of motivational aspects for subgroups
- 1.2The present study
- 1.3Motivations to read expository texts
- 1.4Cognitive skills required for expository texts
- 2.Method
- 2.1Participants
- 2.2Instruments
- Expository text comprehension
- Linguistic knowledge
- Metacognitive knowledge
- Sentence reading fluency
- Motivations to read
- Background questionnaire
- 2.3Procedure
- 2.4Scoring and missing value treatment
- 2.5Analyses
- 3.Results
- 3.1Confirmatory factor analyses
- 3.2Descriptive statistics for cognitive skills
- 3.3Descriptive statistics for motivations to read
- 3.4Correlations
- 3.5Research questions: Predictive value of motivational aspects
- 3.6Robustness check: Models with 191 students
- 4.Discussion
- Acknowledgements
- Notes
-
References
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Research on Digital Reading App Design to Stimulate Reading Motivation of Teenagers. In
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► pp. 63 ff.
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