The role of reading self-concept and home literacy practices in fourth grade reading comprehension

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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “Studies by Katzir et al. (2009) and Taboada et al. (2009) reported that fourth-grade students’ motivation (operationalized as self-concept and teacher report of intrinsic motivation, respectively) contributed to their reading comprehension performance.”
The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “Katzir et al. 2009 67 4th gr. Self-report survey: competence, ease, attitude Family reading and writing habits correlated 0.27 with reading attitude; no sig.”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “Furthermore, children's reading efficacy has been shown to predict variance in their reading comprehension after controlling for word reading and verbal abilities (Katzir, Lesaux, and Kim 2009 ).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “…well as autonomous and controlled reading motivation contributed independently to reading frequency, reading engagement, and reading comprehension (Chapman & Tunmer, 1995; Deci & Ryan, 2000; Durik et al., 2006; Katzir et al., 2009; Skinner et al., 1990; Taboada et al., 2009; Van Elsäcker, 2002).”