Reading motivation and reading comprehension growth in the later elementary years

By J. Guthrie, A. Hoa, Allan Wigfield, S. Tonks, Nicole M. Humenick, Erin Littles. 2007

493 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/578c72b9fec24ca81758d66a6ae6a302eb9fb8b6

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “Most similar studies have also used questionnaires to collect quantitative data; however, several studies have used qualitative approaches to investigate how students’ beliefs or motivation are linked to their strategy use (e.g. Guthrie et al. 2007).”
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools (2011, background): “A relationship has also been suggested between engagement and motivation as students who read more generally have higher motivation to read (Guthrie, 2004; Guthrie et al., 2006a; Guthrie et al., 2007) and may also have higher reading achievement (Reis et al.”
The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “Guthrie et al. (2007) and Zimmerman (2000) have examined the influence exerted by students’ confidence in their own reading abilities, finding that students with low reading self-efficacy try to avoid challenging reading activities and tend to withdraw from tasks they perceive as too difficult.”
Upping the Ante of Text Complexity in the Common Core State Standards (2013, background): “With respect to content area materials (a text type that receives heavy emphasis in the CCSSS), a reader’s conceptual knowledge can render a text more or less readable (Guthrie et al., 2007).”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, result): “This is consistent with findings from Guthrie et al. (2007) showing that self-reports of motivation such as the MRQ and teacher reports of students’ motivation such as the REIR were moderately but not highly correlated.”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “…of reading achievement and reading motivation have rarely been addressed using longitudinal designs, and only a few studies have investigated the effects across more than two points of measurement (e.g., Guthrie et al., 2007; McElvany, Kortenbruck, & Becker, 2008; Miyamoto, Pfost, & Artelt, 2018).”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “199); thus, affective and motivational processes further compound the complexity of reading comprehension because they play a significant role in its development (e.g., Baker & Wigfield, 1999; Guthrie et al., 2007; Guthrie et al., 2006; Wang & Guthrie, 2004).”
Handbook of Research on Learning and Instruction (2011, methodology): “In particular, we examine decisions regarding (a) selection of academic tasks, (b) evaluation of achievement, and (c) grouping students for instruction.”