Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

156 citations recorded by the source corpus.

How researchers see this paper

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

The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation. (2015, unknown): “…motivation, there is a considerable gender gap in favor of girls across all ages (United Kingdom: McGeown, Goodwin, Henderson, & Wright, 2012 ; United States: McKenna, Conradi, Lawrence, Jang, & Meyer, 2012 ; Mucherah & Yoder, 2008 ; international: Mullis et al., 2012 [PIRLS]; OECD, 2010 [PISA]).”
Why poor children are more likely to become poor readers: The school years (2013, background): “…may positively impact reading ability among school-age children by developing their motivation to read (Guthrie, Wigfield, Metsala, & Cox, 1999; Mucherah & Yoder, 2008; Petscher, 2010), their selfconcept as readers (Katzir, Lesaux, & Kim, 2009), and their capacity for self-regulated learning…”
The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “In a recent article, Mucherach and Yoder (2008) also found that self-efficacy in relation to reading predicted scores on a standardized reading test in middle school children.”
The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “Furthermore, with regard to demographics, two studies in which ethnic and family income comparisons were possible indicated no differences in social motivation in these regards (Baker and Wigfield 1999; Mucherah and Yoder 2008 ).”