Reading strategy use and motivation among Chinese good and poor readers in Hong Kong

By Kit‐ling Lau, D. Chan. 2003

262 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c4fc162afaa4fffea8af31dbc8be11fb8d817f1f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “With regard to reading motivation, Lau and Chan (2003) and McGeown, Norgate and Warhurst (2012) both found that good and poor readers differed more widely in their levels of intrinsic reading motivation (i.e., internal motivators; e.g. personal interest) than extrinsic motivation (external…”
Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries ☆ (2007, methodology): “Compared to the overall test, a student only answers a subset of its questions on a BIB test (subtest, Lord, 1980). As pairs of subtests share overlapping questions, OECD (2002) could analyze the test scores with a graded response Rasch model.”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, result): “In addition, some studies have reported contradictory findings when comparing students based on reading ability, with no significant group differences on measures of motivation (e.g., Lau & Chan, 2003; McGeown et al., 2012).”
The Impact of Motivation on Reading Comprehension (2017, background): “Intrinsic motivation is a stronger indicator of the learners’ larger reading amount (Wang & Guthrie, 2004) and better text comprehension (Lau & Chan, 2003; Wang & Guthrie, 2004).”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “However, Lau and Chan ( 2003 ) selected two groups of readers based on ability and analysed differences between the groups.”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “In addition, skilled comprehenders understand more information from text because they have better word representations (Perfetti, & Hart, 2002), make more inferences (Cain, Oakhill, Barnes, & Bryant, 2001; Long, Oppy, & Seely, 1994; McNamara & O’Reilly, in press; Oakhill, 1984), use more reading str”
Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, background): “Intrinsic motivation also predicts strong academic performance (Boggiano, 1998; Gottfried, 1985; Lepper, Corpus & Iyengar, 2005) and may be particularly beneficial for students with lower ability (Lau & Chan, 2003; Logan, Medford & Hughes, 2011).”
The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “This study’s findings also corroborates current research on Chinese students’ use of reading (Lau and Chan 2003; Law 2008; Law, Chan and Sachs 2008), indicating that students’ monitoring their comprehension and using reading strategies to handle reading problems were associated with higher reading…”