From reading strategy instruction to student reading achievement : The mediating role of student motivational factors

Jing HUANG, Gaowei CHEN*

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

2 Citations (Scopus)

Abstract

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self-concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.

Original languageEnglish
Pages (from-to)724-740
Number of pages17
JournalPsychology in the Schools
Volume56
Issue number5
Early online date12 Dec 2018
DOIs
Publication statusPublished - May 2019
Externally publishedYes

Bibliographical note

Funding Information:
We would like to thank the editor and anonymous reviewers for their helpful comments on earlier versions of this manuscript. This study was supported by the Research Grant Council (Hong Kong) Early Career Scheme (Grant No. 27606915).

Publisher Copyright:
© 2018 Wiley Periodicals, Inc.

Keywords

  • motivation
  • reading achievement
  • reading strategy instruction

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