Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades

By Franziska Stutz, Ellen Schaffner, Ulrich Schiefele. 2016

173 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/a38b1e73d2063a591a024f0d4ac9b3a50f949fcd

How researchers see this paper

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

In Education

1. Elmar Souvignier
2. Natalie Förster

In Experimental and Cognitive Psychology

1. Karin Hebbecker
2. Elmar Souvignier
3. Natalie Förster

Citations in the corpus

• Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “, 2016) or a small negative effect (Becker et al., 2010; Stutz et al., 2016; Unrau & Schlackman, 2006; Wang & Guthrie, 2004).”