The relationship between motivation to read and reading comprehension in chilean elementary students

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dc.coverageDOI: 10.1007/s11145-020-10051-3
dc.creatorOrellana, Pelusa
dc.creatorMelo, Carolina
dc.creatorBaldwin, Paula
dc.creatorDe Julio, Samuel
dc.creatorPezoa, José
dc.date2020
dc.date.accessioned2025-11-18T19:40:38Z
dc.date.available2025-11-18T19:40:38Z
dc.description<p>This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.</p>eng
dc.descriptionThis study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed. © 2020, Springer Nature B.V.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/45349b61-e7a8-48dc-82bd-775ef01d8ff0
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/51395
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.33 (2020) date: 2020-12-01 nr.10 p.2437-2458
dc.subjectComprehension
dc.subjectReading motivation
dc.subjectSelf-concept
dc.titleThe relationship between motivation to read and reading comprehension in chilean elementary studentseng
dc.typeArticleeng
dc.typeArtículospa
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