A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade

Autor/inn/en	Quirk, Matthew; Schwanenflugel, Paula J.; Webb, Mi-young
Titel	A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade
Quelle	In: Journal of Literacy Research, 41 (2009) 2, S.196-227 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Reading Fluency; Reading Achievement; Educational Practices; Path Analysis; Emergent Literacy; Grade 2; Skill Development; Student Motivation; Longitudinal Studies; Reading Skills; Self Concept; Goal Orientation; Student Educational Objectives; Models; Rural Areas; Motivation to Read Profile + Suchen Sie Ihr Suchwort? Leseleistung; Bildungspraxis; Pfadanalyse; Frühleseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Kompetenzentwicklung; Qualifikationsentwicklung; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Selbstkonzept; Zielorientierung; Zielvorstellung; Analogiemodell; Rural area; Ländlicher Raum
Abstract	This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second-grade children (N = 185) were administered the Test of Word Reading Efficiency, the second-grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students' goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students' reading self-concept and reading fluency skill: (a) an independence model, (b) a skill development model, (c) a self-enhancement model, and (d) a reciprocal effects model. Support for a reciprocal model was found between students' reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students' reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10