The relationship between motivation to read and reading comprehension in chilean elementary students-Reference-Cited by-同舟云学术

The relationship between motivation to read and reading comprehension in chilean elementary students

Published:2020-04-27 Issue:10 Volume:33 Page:2437-2458
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Orellana Pelusa,Melo Carolina,Baldwin Paula,De Julio Samuel,Pezoa José

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-020-10051-3.pdf

Reference84 articles.

1. Agencia de Calidad de la Educación de Chile. (2015). Informe de resultados TERCE. Tercer Estudio Regional Comparativo y Explicativo [TERCE report of results. Third comparative regional study]. Factores Asociados. Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. Retrieved from http://unesdoc.unesco.org/images/0024/002435/243533s.pdf.

2. Agencia de Calidad de la Educación de Chile. (2017). Informe Nacional de Resultados PIRLS 2016. [National report of PIRLS results]. Retrieved from http://archivos.agenciaeducacion.cl/PIRLS_V02_27MAR.pdf.

3. Allington, R. L. (2012). What really matters for struggling readers: Designing research-based programs. Boston, MA: Pearson.

4. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 1, 285–303.

5. Applegate, A. J., & Applegate, M. D. (2010). A study of thoughtful literacy and the motivation to read. The Reading Teacher, 64(4), 226–234.

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