engleski

Reading motivatopn, attitudes toward reading and text comprehension among preadolescents: A follow-up study

The aim of this study was to explore whether different aspects of reading motivation and attitudes toward reading of the 4th graders (ten-year-olds) predict their reading motivation and attitudes, as well as text comprehension two years later. Reading Motivation Questionnaire for Older Students (Peklaj & Bucik, 2003 ; in Pečjak, Bucik, Gradišar, & Peklaj, 2006) and The Elementary Reading Attitude Survey (McKenna & Kear, 1990) were administered to sixth-grade students (77 boys and 98 girls). Text comprehension was also assessed on an expository and a narrative text. In the 4th grade same students were assessed on similar, age-appropriate measures. Several hierarchical regression analyses were performed with the dependent variables being motivational variables, the reading attitudes and the text comprehension of the 6th graders. In all of the conducted regression analyses, gender and 4th grade text comprehension were taken as the predictors in the first step, while the 4th grade reading motivation variables and attitudes toward reading were entered in the second step. The results show that while interest in reading was important for the reading motivation and attitudes two years later, it did not predict the future text comprehension. Likewise, text comprehension did not predict the future reading motivation. However, when the students perceived reading as difficult, they were more likely to have poorer expository text comprehension and more negative attitudes toward academic reading. These results point to the conclusion that different aspects of preadolescent reading motivation could have distinct effects on the future motivation and text comprehension.

reading motivation; attitudes toward reading; text comprehension

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