Effects of motivational and cognitive variables on reading comprehension

By A. Taboada, S. Tonks, Allan Wigfield, J. Guthrie. 2008

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/186b4cf7ef279e43bb6433a8e2ed6ef7215677cc

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “In our own work, when middle school DLLs who struggle with reading are provided with effective feedback on the use of cognitive strategies, they become better at choosing what strategies to apply to specific texts, that is, their increased competence helps them make better choices (Taboada Barber, 2”
Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “This perspective is best represented by the strong line of research by Guthrie, Wigfield and their colleagues (Guthrie et al., 2004; Taboada et al., 2009; Wigfield, et al., 2008; Wigfield et al., 2012).”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “Thus, consistent with findings for students in upper elementary grades (Baker & Wigfield, 1999; Lin, Wong, & McBride-Chang, 2012; Taboada et al., 2009; Wang & Guthrie, 2004), motivation appears to play a significant role in primary students’ reading comprehension.”
The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, background): “The relationship between intrinsic motivation and reading comprehension is further considered to be mediated by effective use of reading strategies (Schiefele et al., 2012; Taboada et al., 2009).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “It should be noted, however, that several studies report a direct relationship between reading motivation and reading performance as well (Guthrie et al., 2006, 2007; Sweet, Guthrie, & Ng, 1998; Taboada et al., 2009; Unrau & Schlackman, 2006; Van Elsäcker, 2002; Wang & Guthrie, 2004).”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “2009) and it has been suggested that motivation does not act independently from the cognitive skills that support children’s reading, but rather focuses or engages children’s cognitive abilities to lead to greater levels of reading success (Taboada et al. 2009).”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “Each item represents a specific dimension of intrinsic motivation (for a review see Taboada, Tonks, Wigfield, & Guthrie, 2009 ; Wigfield et al.”