(Download) "Is There a Bidirectional Relationship Between Children's Reading Skills and Reading Motivation?" by Exceptional Children " eBook PDF Kindle ePub Free
eBook details
- Title: Is There a Bidirectional Relationship Between Children's Reading Skills and Reading Motivation?
- Author : Exceptional Children
- Release Date : January 01, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 252 KB
Description
Children who read frequently grow to become skillful readers (e.g., Guthrie, Schafer, & Huang, 2001; Juel, 1988; Senechal & LeFevre, 2002; Stanovich, 1986). Frequent reading contributes to growth in sight word recognition, vocabulary, verbal fluency, reading comprehension, and general knowledge (Cunningham & Stanovich, 1991; Echols, West, Stanovich, & Zehr, 1996; Griffiths & Snowling, 2002; Guthrie et al., 2001; Guthrie, Wigfield, Metsala, & Cox, 1999; Leppanen, Aunola, & Nurmi, 2005; Senechal, LeFevre, Hudson, & Lawson, 1996). For example, Leppanen et al. reported a path coefficient of .13 between children's book reading frequency in first grade and their word recognition skills in second grade. Cunningham and Stanovich (1997) found that reading practice accounted for 34% of the variance in 11th graders' vocabulary scores after their 1st grade vocabulary, nonverbal IQ, and comprehension skills were statistically controlled. Given sufficient print resources (e.g., Neuman, 1999; Neuman & Celano, 2001), how often a child reads is explained by two factors (e.g., Cox & Guthrie, 2001; Paris & Turner, 1994). The first is initial success in acquiring reading skills (Stanovich, 1986). Cunningham and Stanovich (1997) found that measures of first grade reading ability predicted 10% of the variance in 11th graders' reading practice after statistically controlling for the children's reading comprehension skills as 11th graders. The second factor is motivation (e.g., Pressley, 2002; Wang & Guthrie, 2004). Wigfield and Guthrie (1997) reported that highly motivated children read three times as much outside of school as their less motivated peers. Guthrie et al. (1999) found that motivation significantly predicted amount of reading practice after statistically controlling for prior reading achievement. These and other results led Guthrie et al. to conclude that motivation is the "preeminent predictor" (p. 250) of frequent reading.
 "Is There a Bidirectional Relationship Between Children's Reading Skills and Reading Motivation?" by Exceptional Children " eBook PDF Kindle ePub Free){kind=link}