Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

The present study examines the extent to which adolescents’ reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences...

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Bibliographic Details
Published inReading & writing Vol. 28; no. 4; pp. 545 - 569
Main Authors McGeown, Sarah P., Duncan, Lynne G., Griffiths, Yvonne M., Stothard, Sue E.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.04.2015
Springer
Springer Nature B.V
Subjects
Adolescents
Age Differences
Correlation
Education
Educational psychology
Fiction
Foreign Countries
Gender Differences
Independent Reading
Language and Literature
Linguistics
Literacy
Literature
Longitudinal Studies
Motivation
Neurology
Predictor Variables
Psycholinguistics
Reading Ability
Reading Comprehension
Reading Habits
Reading Motivation
Reading Rate
Reading Skills
Skill development
Social Sciences
Student Motivation
Summarization
United Kingdom
Word Recognition
United Kingdom
United Kingdom > UK
Reading
Motivation
Comprehension
Adolescents
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Summary:The present study examines the extent to which adolescents’ reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences (gender, age, ability) in adolescents’ reading motivation and reading habits. A representative sample of three hundred and twelve students (aged 11–16) from the UK participated. Adolescents’ reading motivation predicted significant variance in their reading comprehension and summarisation skills, after accounting for word reading and text reading speed. Reading motivation also predicted significant variance in text reading speed after accounting for word reading. Notably, however, different dimensions of motivation predicted variance in different reading skills. Of all the reading habits, only fiction book reading emerged as a consistent predictor of variation in the different reading skills, after accounting for the other reading abilities. Group differences (gender, age and ability) were consistent with previous literature.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-014-9537-9