The effects of reading motivation on reading comprehension difficulties in primary education students
Loading...
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Reading comprehension is vital for academic success and active engagement in society. However, persistent challenges in reading comprehension have been observed across educational levels, underscoring the need for deeper research. While linguistic and cognitive components have been traditionally studied, the impact of motivational aspects on comprehension difficulties remains underexplored. This dissertation aimed to address this gap by investigating the effects of various dimensions of reading motivation on specific types of reading comprehension difficulties among Chilean Primary Education students. Adopting a mixed-methods approach, the research comprised three studies. Study 1 developed and tested a comprehensive reading motivation scale. Confirmatory and exploratory factor analyses validated the scale's structure and assessed its reliability. Study 2 explored the relationship between reading motivation dimensions and reading profiles (mixed deficit, poor decoders, poor comprehenders, and good readers). Cluster analysis identified distinct reading profiles, and multivariate analyses examined differences in motivation dimensions among these profiles. Study 3 employed qualitative methods to delve into students' perceptions of reading value and self-concept, particularly among those with reading difficulties. Students' reasons for engagement or disengagement with reading activities were explored through interviews. The participants were 172 students from 2nd to 6th grade from three public schools in Santiago. Quantitative assessments included reading comprehension, word reading, language comprehension, and a reading motivation questionnaire. Qualitative data was collected through interviews with a subsample of 75 students. Findings from this dissertation include differences in motivation between groups of readers, especially for undermining reading motivations and the distinction of readers’ self-concept and value. The studies offer insights into the nuanced relationship between reading motivation and comprehension difficulties and the need for further research on this population.
Description
Tesis (Doctor en Psicología)--Pontificia Universidad Católica de Chile, 2024