@article{SoemerSchiefele2018,
  author    = {Soemer, Alexander and Schiefele, Ulrich},
  title     = {Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades},
  series = {Learning and individual differences},
  volume    = {67},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.06.006},
  pages     = {1 -- 11},
  year      = {2018},
  abstract  = {Previous research suggests that children's growth in reading abilities is positively related to their intrinsic reading motivation and the amount of spare time reading. Furthermore, a number of previous studies point to the possibility that spare time reading amount mediates the positive association between intrinsic reading motivation and reading comprehension. However, to date, most of the available evidence for a mediation model is either cross-sectional and/or limited to late elementary and secondary school students, whereas the early elementary grades have only rarely been targeted in longitudinal studies. Accordingly, the present study investigated longitudinal relations between intrinsic reading motivation, reading amount, and reading comprehension in the early elementary grades with a particular focus on the potential mediator role of reading amount. Evidence was found for partial mediation by reading amount between reading comprehension and later intrinsic reading motivation. However, there was no evidence for (partial or full) mediation by reading amount between intrinsic reading motivation and later reading comprehension. It is concluded that in the process of becoming more sophisticated readers, early elementary students read more frequently in their spare time, and this makes reading more rewarding for them in the long run. In contrast, the potentially positive effect of spare time reading on later reading comprehension seems to be either non-existent or too weak to be reliably detected over longer time frames.},
  language  = {en}
}
@article{VoellingerSpoererLubbeetal.2018,
  author    = {V{\"o}llinger, Vanessa A. and Sp{\"o}rer, Nadine and Lubbe, Dirk and Brunstein, Joachim C.},
  title     = {A path analytic test of the reading strategies mediation model},
  series = {The Journal of Educational Research},
  volume    = {111},
  journal   = {The Journal of Educational Research},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0022-0671},
  doi       = {10.1080/00220671.2017.1412930},
  pages     = {733 -- 745},
  year      = {2018},
  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.},
  language  = {en}
}