To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review-Reference-Cited by-同舟云学术

To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review

Published:2018 Issue: Volume: Page:79-96
ISSN:2214-000X
Container-title:Literacy Studies
language:
Short-container-title:

Author:

Orellana García Pelusa

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-75948-7_5

Reference65 articles.

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3. Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452–477.

4. Bozack, A. R., & Salvaggio, A. N. (2013). Relational effects of reading motivation and academic achievement among adolescent boys. Reading Psychology, 34, 507–522.

5. Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.

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