The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yixun Li, Kaiyue Jia, Hay Mar Myat Kyaw, Hong Li, Mengge Yan
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引用次数: 0

Abstract

Background

To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well-accepted cognitive-based reading skills, such as decoding and vocabulary.

Methods

We used a cross-sectional design with 420 native Mandarin-Chinese-speaking students (Grade 2: N = 95; Grade 3: N = 216; Grade 4: N = 109), with age-appropriate materials to measure their decoding skills, vocabulary knowledge, reading motivation, and reading comprehension. Three sets of hierarchical regression analyses were run for the three grade samples to examine the unique contributions of reading motivation to reading comprehension while controlling children's demographic profiles, such as age and gender, and two cognitive-based reading skills.

Results

We replicated previous findings: children's decoding and vocabulary are robust predictors of reading achievement across Grades 2 to 4. Importantly, reading motivation contributed uniquely to reading comprehension in all three grades and explained an increasing amount of the variances in reading comprehension from Grades 2 to 4. Intrinsic reading motivation was critical in Grade 3, while extrinsic reading motivation became important in Grade 4.

Conclusions

Taken together, our findings reveal the complexity of reading development and advance the existing cognitive-based reading theories by including affective dimensions.

从二年级到四年级,阅读动机对中国儿童阅读理解能力提高的独特贡献
为了更好地理解阅读发展这门错综复杂的科学,必须同时考虑认知和情感因素。这项发展性研究旨在通过探讨阅读动机(一种情感因素)如何在公认的基于认知的阅读技能(如解码和词汇)之外促进中国小学生的阅读理解,从而丰富相关文献。我们采用横断面设计,以420名母语为普通话的学生(二年级:95人;三年级:216人;四年级:109人)为研究对象,使用与年龄相适应的材料来测量他们的解码技能、词汇知识、阅读动机和阅读理解。我们对三个年级的样本进行了三组分层回归分析,以研究阅读动机对阅读理解的独特贡献,同时控制儿童的人口统计学特征,如年龄和性别,以及两种基于认知的阅读技能。重要的是,阅读动机对所有三个年级的阅读理解能力都有独特的贡献,而且从二年级到四年级,阅读动机对阅读理解能力差异的解释量越来越大。 内在阅读动机在三年级至关重要,而外在阅读动机在四年级变得非常重要。总之,我们的研究结果揭示了阅读发展的复杂性,并通过纳入情感维度推进了现有的基于认知的阅读理论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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