Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Autor/inn/en	Klauda, Susan Lutz; Taboada Barber, Ana; McAllen, Elizabeth B.
Titel	Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report
Quelle	(2020), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Motivation; Bilingual Students; Elementary School Students; Hispanic American Students; Spanish; English; Self Efficacy; Scores; Competition; Spanish Speaking; Reading Comprehension; Reading Tests; Word Recognition; Grade 3; Grade 4; Grade 5; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Lesemotivation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; English language; Englisch; Self-efficacy; Selbstwirksamkeit; Wettkampf; Leseverstehen; Lesetest; Worterkennung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition and recognition), and self-efficacy for reading. Quantitative analyses of the survey and interview data were consistent in indicating that the students experienced these motivations to a moderate to strong degree, with the exception that interview-based scores for competition were fairly low, in comparison to both the interview-based scores for the other motivations and the survey-based score for competition. Correlations between scores on the survey and interview measures for each construct varied. Qualitative analyses illustrated the depth and variety of students' thinking about their reading motivations, and provided insight into studying and strengthening students' reading motivation in ways that may be particularly relevant for DLLs. [This paper was published in "Reading Psychology" v41 n6 p605-630 2020 (EJ1268211).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01