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ERIC Number: EJ1124017
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0022-0671
Examining a Motivational Treatment and Its Impact on Adolescents' Reading Comprehension and Fluency
Wolters, Christopher A.; Barnes, Marcia A.; Kulesz, Paulina A.; York, Mary; Francis, David J.
Journal of Educational Research, v110 n1 p98-109 2017
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Gray Oral Reading Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305F100013