From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

• Huang, Jing The University of Hong Kong
• Chen, Gaowei The University of Hong Kong

Psychology in the Schools, 56(5), 724-740, 2019

John Wiley & Sons, Ltd.

2019

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學
• C 教學心理學
  • CC 學習動機

Motivation Reading Achievement Reading Strategy Instruction

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n=3,875 and teachers at Level 2, n=133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self-concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.
[Copyright of Psychology in the Schools is the property of John Wiley & Sons, Ltd.]

• 英文

期刊論文

• 00333085

• 10.1002/pits.22217

https://bibliography.lib.eduhk.hk/tc/bibs/4f1b77b8

2020-09-09