Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability

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The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “…research showing that girls are more autonomously motivated for schooling in general (e.g., Vansteenkiste et al., 2009) and have a more favorable motivation to read in particular (e.g., Swalander & Taube, 2007; Wigfield & Guthrie, 1997), girls were expected to be more autonomously motivated.”
A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation (2009, methodology): “Within this measurement paradigm, a comprehensive validation may also utilize both exploratory and confirmatory factor analysis, along with strong theoretical hypotheses about the dimensionality of motivation (e.g., Lau 2004; Swalander and Taube 2007 ).”
The contribution of cognitive and metacognitive strategy use to students' science achievement (2010, background): “These findings are expected since, as stated by Snow, Burns, and Griffin ( 1998 , cited in Swalander & Taube, 2007 ), “Well educated parents, many books and a daily newspaper at home constitute an environment with a direct and positive influence on students' beliefs in their own abilities to perfor”