Journalartikel

Jahr der Veröffentlichung: 2018

Seiten: 733-745

Zeitschrift: The Journal of Educational Research

Bandnummer: 111

Heftnummer: 6

ISSN: 0022-0671

eISSN: 1940-0675

DOI Link: https://doi.org/10.1080/00220671.2017.1412930

Verlag: Taylor and Francis Group

Abstract: 
This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.

Harvard-Zitierstil: Voellinger, V., Spoerer, N., Lubbe, D. and Brunstein, J. (2018) A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension, The Journal of Educational Research, 111(6), pp. 733-745. https://doi.org/10.1080/00220671.2017.1412930

APA-Zitierstil: Voellinger, V., Spoerer, N., Lubbe, D., & Brunstein, J. (2018). A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension. The Journal of Educational Research. 111(6), 733-745. https://doi.org/10.1080/00220671.2017.1412930