ERIC Number: EJ819994
Record Type: Journal
Publication Date: 2009-Jan
Abstractor: As Provided
Effects of Motivational and Cognitive Variables on Reading Comprehension
Taboada, Ana; Tonks, Stephen M.; Wigfield, Allan; Guthrie, John T.
Reading and Writing: An Interdisciplinary Journal, v22 n1 p85-106 Jan 2009
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent contributions to children's reading comprehension when the other predictor variables were controlled. Further analyses showed the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations of the observed relations between motivation, cognitive variables, and reading comprehension are presented.
Descriptors: Reading Comprehension, Predictor Variables, Reading Motivation, Student Motivation, Grade 4, Multiple Regression Analysis, Longitudinal Studies, Reading Research, Cognitive Processes, Reading Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Authoring Institution: N/A