The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance.

By Sarah Logan, E. Medford, Naomi Hughes. 2011

291 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1bace44370d6bc104c23aa4b57038f5eec155072

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Karin Hebbecker
2. Natalie Förster
3. Elmar Souvignier
4. A. Warhurst
5. Marissa J. Filderman
6. Silvana M. Watson
7. Kimberly C. Hughes
8. Mary J. York

In Experimental and Cognitive Psychology

1. Karin Hebbecker
2. Elmar Souvignier
3. Natalie Förster
4. A. Warhurst
5. Mary J. York
6. D. Francis
7. Cordula Artelt
8. Sarah P. McGeown

Citations in the corpus

• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “Not surprisingly, they are less likely to actively engage in learning tasks or to be sufficiently motivated to put forth the effort necessary to make sense of the textual material (Logan, Medford, & Hughes, 2010; Sideridis, 2003).”
• A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “There is also evidence to suggest that students with high levels of motivation may be more likely to connect background knowledge to text, engage in strategy use, and read with the goal of understanding text (e.g., Katzir et al., 2009; Logan et al., 2011).”
• The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, background): “As previous research indicates that the relationship between intrinsic motivation and reading comprehension may be moderated by students’ sex and levels of reading skills (Logan & Medford, 2011; Logan et al., 2011), it may be relevant to examine whether the mechanisms of how intrinsic”
• Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “More recently, Logan, Medford and Hughes ( 2011 ) compared good and poor readers on their intrinsic reading motivation and found that whilst poor readers’ intrinsic reading motivation predicted variance in their reading skill, good readers’ motivation did not.”
• Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “, 1996), and in some cases effects have favored boys (Logan et al., 2011; Unrau & Schlackman, 2006).”
• Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Some research indicates that the reciprocal effects between reading achievement and reading motivation differ for high- and lowachieving students (Logan et al., 2011; Melekoglu, 2011).”
• Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “…between children’s reading skills and reading motivation (Baker & Wigfield, 1999; Becker, McElvany & Kortenbruck, 2010; Logan & Medford, 2011; Logan et al., 2011; Morgan & Fuchs, 2007; Taboada et al., 2009; Wang & Guthrie, 2004) and also reading frequency (Echols, West, Stanovich & Zehr,…”