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ERIC Number: EJ909525
Record Type: Journal
Publication Date: 2011-Feb
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1041-6080
The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance
Logan, Sarah; Medford, Emma; Hughes, Naomi
Learning and Individual Differences, v21 n1 p124-128 Feb 2011
The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic reading motivation. Based on performance on the reading assessment, sixty-nine children were identified as high (n = 32) or low (n = 37) ability readers. Verbal IQ explained significant variance in high ability readers' reading comprehension, whilst poor readers' reading comprehension was explained by variance in their decoding skills and intrinsic motivation. In addition, intrinsic motivation explained significant variance in growth in reading comprehension skills in the low ability reading group, but not in the group of good readers. These results highlight the different factors restricting children's reading comprehension and the importance of intrinsic motivation as a contributor to low ability readers' performance in reading assessments. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A