Advertisement

To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review

  • Pelusa Orellana GarcíaEmail author
Chapter
Part of the Literacy Studies book series (LITS, volume 15)

Abstract

Converging evidence has demonstrated that there are cognitive and emotional factors that impact reading ability. While the relationship between reading motivation and reading achievement has been widely documented in the literature, the question of how much variation can be accounted for by reading motivation, when cognitive and linguistic aspects are controlled for, can be more complex and has been examined to a lesser degree. Furthermore, there are fewer studies examining how reading motivation predicts reading achievement among early elementary students. The wide spectrum of factors associated with motivation, and the variety of methods used to assess it make it difficult to compare findings about its impact on reading ability. Studies show that the amount of variation which is attributed to motivation is contingent on several individual, cultural, linguistic, and emotional factors, among which are age, ethnicity, and verbal ability. The extent to which motivation can, in fact, be a strong predictor of reading performance, varies significantly across studies and grade levels.

In the current chapter, we examine recent literature (i.e., from 2000 to the present) describing studies in which motivation has been acknowledged as a significant contributor to reading ability, and discuss their findings, to better understand the variability of such impact. We focus on studies pertaining to elementary students. The analysis of such findings can help clarify the extent to which reading motivation does, in fact, predict reading ability when other cognitive and linguistic factors have been controlled for. This exploration will also help understand the various ways in which motivation can be better utilized to increase reading achievement, particularly among young readers.

Keywords

Motivation predictors Reading achievement Motivation 

References

  1. Afflerbach, P. (1990). The influence of prior knowledge and text genre on readers’ predictive strategies. Journal of Reading Behavior, 22(2), 131–148.CrossRefGoogle Scholar
  2. Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30, 588–606.CrossRefGoogle Scholar
  3. Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452–477.CrossRefGoogle Scholar
  4. Bozack, A. R., & Salvaggio, A. N. (2013). Relational effects of reading motivation and academic achievement among adolescent boys. Reading Psychology, 34, 507–522.CrossRefGoogle Scholar
  5. Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.CrossRefGoogle Scholar
  6. Carlisle, J. F. (2000). Awareness of the structure of meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.CrossRefGoogle Scholar
  7. Cartwright, K. B., Marshall, T. R., & Wray, E. (2016). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading. Reading Psychology, 37(1), 55–91.CrossRefGoogle Scholar
  8. Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154–167.CrossRefGoogle Scholar
  9. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703–708.CrossRefGoogle Scholar
  10. De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A selfdetermination theory perspective. Journal of Educational Psychology, 104, 1006–1021.  https://doi.org/10.1037/a0027800.CrossRefGoogle Scholar
  11. De Naeghel, J., & Van Keer, H. (2013). The relation of student and class-level characteristics to primary school students’ autonomous reading motivation: A multilevel approach. Journal of Research in Reading, 36, 351–370. doi: 0.1111/j.1467-9817.2013.12000.xGoogle Scholar
  12. Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), 1–185.CrossRefGoogle Scholar
  13. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538.CrossRefGoogle Scholar
  14. Greenfield Spira, E., Storch Bracken, S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225–234.CrossRefGoogle Scholar
  15. Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2006). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45, 91–117.CrossRefGoogle Scholar
  16. Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256.CrossRefGoogle Scholar
  17. Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282–313.CrossRefGoogle Scholar
  18. Hamilton, E. W., Nolen, S. B., & Abbott, R. D. (2013). Developing measures of motivational orientation to read and write: A longitudinal study. Learning and Individual Differences, 28, 151–166.  https://doi.org/10.1016/j.lindif.2013.04.007.CrossRefGoogle Scholar
  19. Hirsch, E. (2006). Building knowledge: The case for bringing content into the language arts block and for a knowledge-rich curriculum core for all children. American Educator, 30(1), 8–29.Google Scholar
  20. Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. The Journal of Experimental Education, 71(2), 111–174.CrossRefGoogle Scholar
  21. Katzir, T., Kim, Y.-K., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56, 51–82.CrossRefGoogle Scholar
  22. Katzir, T., Leseaux, N., & Kim, Y. S. (2009). Reading self-concept and reading comprehension for middle grade elementary school children. Reading and Writing: An Interdisciplinary Journal, 22, 261–276.CrossRefGoogle Scholar
  23. Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11, 29–44.CrossRefGoogle Scholar
  24. La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443–484.CrossRefGoogle Scholar
  25. Law, Y.-K. (2008). The relationship between extrinsic motivation, home literacy, classroom instructional practices and reading proficiency in second-grade Chinese children. Research in Education, 80, 37–51.CrossRefGoogle Scholar
  26. Law, K., & Chan, D. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177–190.CrossRefGoogle Scholar
  27. Lepola, J., Vauras, M., & Mäki, H. (2000). Gender differences in the development of academic self-concept of attainment from 2nd to 6th grade: Relations with achievement and perceived motivational orientation. Journal of the Hellenic Psychological Society, 7, 290–308.Google Scholar
  28. Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. (2005). Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from Kindergarten to Grade 2. International Journal of Educational Research, 43, 250–271.CrossRefGoogle Scholar
  29. Liebfreund, M. D., & Conradi, K. (2016). Component skills affecting elementary students’ informational text comprehension. Reading & Writing, 29, 1141–1160.CrossRefGoogle Scholar
  30. Linder, S., Ramey, M. D., & Zambak, S. (2013). Predictors of school readiness in literacy and mathematics: A selective review of the literature. Early Childhood Research and Practice, 15(1.) Retrieved from http://ecrp.uiuc.edu/v15n1/linder.html.
  31. Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21, 124–128.CrossRefGoogle Scholar
  32. Martínez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010–1023.CrossRefGoogle Scholar
  33. McElvany, N., Kortenbruck, M., & Becker, M. (2008). Lesekompetenz und Lesemotivation: Entwicklung und Mediation des Zusammenhangs durch Leseverhalten [reading competence and reading motivation: Their development and the mediation of the relationship by reading behavior]. Zeitschrift für Pädagogische Psychologie, 22, 207–219.  https://doi.org/10.1024/1010-0652.22.34.207.CrossRefGoogle Scholar
  34. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626–639.  https://doi.org/10.1598/RT.43.8.3.CrossRefGoogle Scholar
  35. McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(1), 934–956.CrossRefGoogle Scholar
  36. McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), 432–440.CrossRefGoogle Scholar
  37. Meece, J. L., & Miller, S. D. (1999). Changes in elementary school children’s achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3, 207–229.CrossRefGoogle Scholar
  38. Mokhtari, K., & Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness among fifth graders. Reading Research and Instruction, 46, 73–94.CrossRefGoogle Scholar
  39. Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73, 165–183.CrossRefGoogle Scholar
  40. Netten, A., Droop, M., & Verhoeven, L. (2011). Predictors of reading literacy for first and second language learners. Reading and Writing: An Interdisciplinary Journal, 24(4), 413–425.CrossRefGoogle Scholar
  41. Niemi, P., Kinnunen, R., Poskiparta, E., & Vauras, M. (1999). Do pre-school data predict resistance to treatment in phonological awareness, decoding, and spelling? In I. Lundberg, F. E. Tonnessen, & I. Austad (Eds.), Dyslexia: Advances in theory and practice (pp. 245–254). Dordrecht: Kluwer.CrossRefGoogle Scholar
  42. Nolen, S. B. (2007). Young children’s motivation to read and write: Developmental in social contexts. Cognition and Instruction, 25(2/3), 129–270.Google Scholar
  43. Park, Y. (2011). How motivational constructs interact to predict elementary students’ reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21, 347–358.CrossRefGoogle Scholar
  44. Pawson, R., Greenhalgh, T., Harvey, G., & Walshe, K. (2005). Realist review—A new method of systematic review designed for complex policy interventions. Journal of Health Services Research & Policy, 10(1), 21–34.CrossRefGoogle Scholar
  45. Pearson, P., & Hamm, D. (2005). The assessment of reading comprehension: A review of practices-past, present, and future. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 13–69). Mahwah: Lawrence Erlbaum Associates Publishers.Google Scholar
  46. Petscher, Y. (2010). A meta-analysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33(4), 335–355.CrossRefGoogle Scholar
  47. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.CrossRefGoogle Scholar
  48. Schaffner, E., & Schiefele, U. (2013). The prediction of reading comprehension by cognitive and motivational factors: Does text accessibility during comprehension testing make a difference? Learning and Individual Differences, 26, 42–54.CrossRefGoogle Scholar
  49. Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(4), 369–385.  https://doi.org/10.1002/rrq.52.CrossRefGoogle Scholar
  50. Schaffner, E., Philipp, M., & Schiefele, U. (2014). Reciprocal effects between intrinsic reading motivation and reading competence? A crosslagged panel model for academic track and non-academic track students. Journal of Research in Reading, 1–18. doi:  https://doi.org/10.1111/1467-9817.12027.CrossRefGoogle Scholar
  51. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257–279.CrossRefGoogle Scholar
  52. Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427–463.  https://doi.org/10.1002/RRQ0.30.CrossRefGoogle Scholar
  53. Schiefele, U., Stutz, F., & Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49–58.  https://doi.org/10.1016/j.lindif.2016.08.031.CrossRefGoogle Scholar
  54. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attributions, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement level differences. Journal of Educational Psychology, 87(3), 3867–3398.CrossRefGoogle Scholar
  55. Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27.CrossRefGoogle Scholar
  56. Stahl, K. A. D., & McKenna, M. C. (Eds.). (2006). Reading research at work: Foundations of effective practice. New York: Guilford Press.Google Scholar
  57. Stutz, F., Schaffner, E., & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101–113.  https://doi.org/10.1016/j.lindif.2015.11.022.CrossRefGoogle Scholar
  58. Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141–151.CrossRefGoogle Scholar
  59. Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 85–106.CrossRefGoogle Scholar
  60. Van der Schuit, M., Segers, E., van Balkom, H., & Verhoeven, L. (2011). How cognitive factors affect language development in children with intellectual disabilities. Research in Developmental Disabilities, 32(5), 1884–1894.CrossRefGoogle Scholar
  61. Van Dyke, J., & Shankweiler, D. P. (2013). From verbal efficiency theory to lexical quality. In M. A. Britt, S. Goldman, & J. F. Rouett (Eds.), Reading—From words to multiple texts. New York: Routledge.Google Scholar
  62. Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407–423.  https://doi.org/10.1002/acp.1414.CrossRefGoogle Scholar
  63. Wang, J. H.-Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39(2), 162–186.CrossRefGoogle Scholar
  64. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.CrossRefGoogle Scholar
  65. Wigfield, A., Guthrie, J., & Perencevich, K. (2004). Children’s motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299–309.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.School of EducationUniversidad de los AndesLas CondesChile

Personalised recommendations