Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents.

ABSTRACT: This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that ar

SUBMITTER: Guthrie JT 

PROVIDER: S-EPMC4583135 | biostudies-literature | 2013 Jan-Mar

REPOSITORIES: biostudies-literature