Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades

  • 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 orPrevious 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.show moreshow less

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Metadaten
Author details:Alexander SoemerGND, Ulrich SchiefeleGND
DOI:https://doi.org/10.1016/j.lindif.2018.06.006
ISSN:1041-6080
ISSN:1873-3425
Title of parent work (English):Learning and individual differences
Publisher:Elsevier
Place of publishing:Amsterdam
Publication type:Article
Language:English
Date of first publication:2018/07/04
Completion year:2018
Release date:2021/09/14
Tag:Elementary school students; Longitudinal study; Reading comprehension; Reading motivation
Volume:67
Number of pages:11
First page:1
Last Page:11
Funding institution:German Research Foundation (DFG)German Research Foundation (DFG) [GRK 1668/1]
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie
DDC classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Peer review:Referiert