ERIC Number: EJ806363
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 93
Does Early Reading Failure Decrease Children's Reading Motivation?
Morgan, Paul L.; Fuchs, Douglas; Compton, Donald L.; Cordray, David S.; Fuchs, Lynn S.
Journal of Learning Disabilities, v41 n5 p387-404 2008
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. (Contains 5 tables, 2 figures, and 6 notes.)
Descriptors: Correlation, Pretests Posttests, Student Motivation, Grade 1, High Risk Students, Reading Skills, Early Reading, Reading Failure, Reading Motivation, Reading Ability, Reading Instruction, Tutoring, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test