Search results for "Reading motivation"

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

2021

BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spai…

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

2009

The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the hig…

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-bei…

2019

This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n = 46, 3.5%), (2) slow readers with only fluency difficulties (n = 70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (…

Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers

2017

Abstract Purpose. This study assessed the teacher perceptions of reading engagement and several components of reading motivation in children with developmental dyslexia and average readers, in an attempt to more clearly understand the role of motivation in developmental dyslexia Method. Sixty-eight children participated in this study. Thirty-three children made up the group with developmental dyslexia and thirty-five made up the group of average readers. In order to assess the reading motivation of the participants, teachers filled two instruments: (a) The Reading Engagement Index ( Wigfield et al., 2008 ), a teacher rating of the engaged reader, and (b) Teacher questionnaire on student mot…

The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions

2018

The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties [Mild RD], and 31 with severe reading difficulties [Severe RD]) who were randomized to complete either a non-challenging or challenging reading task. Students reported their reading-related task values (attainment and interest) and efficacy beliefs right before and their achievement emotions both before and after performing the reading task. The r…

Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator.

2021

This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development [2002], Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2–5.5 years), emerging literacy (5.5 ye…

READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy

2020

Beyond the Educational Context: Relevance of Intrinsic Reading Motivation During COVID-19 Confinement in Spain

2021

What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, …

The Influence of Instructional Practices on Reading Motivation in Finland

2018

Although the differences between individuals in language and literacy skills and motivation to read start before entering school, teachers and their instructional practices play an important role in the development of reading skills and the various aspects of motivation, especially children’s interest in reading. Interest in reading has been reported to contribute to the reading activity and to the amount of reading which, in turn, promote students’ reading performance. It has been assumed that children’s previous success with learning the basics of reading has provided them with positive feedback about the learning situation, thereby strengthening their interest in reading. Teachers and th…

Literāro tekstu izmantošana vācu valodas ka svešvalodas stundās vidusskolā

2018

Diplomdarbs „Literāro tekstu izmantošana vācu valodas kā svešvalodas stundās vidusskolā” ir veltīts skolēnu lasīšanas spēju attīstībai vācu valodas stundās, izmantojot literāros tekstus. Tēmas izvēle ir pamatota ar to, ka literatūras nelasīšana ir bieži sastopama parādība mūsdienu pusaudžu vidū. Tādēļ mūsdienu svešvalodu pedagogu mērķis ir ne tikai attīstīt bērna lasītprasmi, bet arī veicināt skolēnu interesi par lasīšanu. Darba gaitā tika izpētīta zinātniskā un metodiskā literatūra, atlasīti atbilstoši literārie teksti, izstrādāti stundu plāni un veikta pedagoģiskā izmēģinājumdarbība. Darba praktiskajā daļā ietverta izglītojamo aptaujas analīze. Tika konstatēts, ka literāro tekstu lasīšana…