The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…

A study examined the association of reading instruction with the amount and breadth of students' reading activities, taking account of social, cognitive, and home factors in the educative process. A secondary analysis of a large national data base for students aged 9, 13, and 17 was conducted. Using answers from student questionnaires, conceptual…

Reports the results of two studies which further examine the relations of motivational-variables contribution to reading achievement and text comprehension. Results revealed that reading amount significantly predicted text comprehension (with other variables controlled) in both studies (Study 1 included third and fifth graders; Study 2 included…