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Direct linkKlauda, Susan Lutz; Guthrie, John T. – Reading and Writing: An Interdisciplinary Journal, 2015
This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed…
Descriptors: Reading Motivation, Reading Achievement, Learner Engagement, Early Adolescents
Ho, Amy N.; Guthrie, John T. – Reading Psychology, 2013
The present study investigated the multivariate relationships between several aspects of motivation and achievement in reading. Canonical correlation analysis was used to examine patterns of associations for reading information texts in Phase I and for reading literary texts in Phase II. The samples were 923 and 225 seventh graders, respectively.…
Descriptors: Reading Achievement, Multivariate Analysis, Correlation, Grade 7
Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N. – Reading Research Quarterly, 2013
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample…
Descriptors: Self Efficacy, Intervention, Reading Instruction, Grade 7
Guthrie, John T.; Coddington, Cassandra S.; Wigfield, Allan – Journal of Literacy Research, 2009
Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance…
Descriptors: Reading Motivation, African American Students, White Students, Self Motivation
Peer reviewedGuthrie, John T. – Reading Teacher, 1980
Points out that current alarmist rhetoric about widespread reading failure is not based on facts. (HOD)
Descriptors: Academic Achievement, Elementary Secondary Education, Literacy, Reading Achievement
Peer reviewedGuthrie, John T.; Tyler, S. Jane – Journal of Reading Behavior, 1976
Descriptors: Decoding (Reading), Elementary Education, Listening Comprehension, Psycholinguistics
Peer reviewedGuthrie, John T.; Schafer, William D.; Huang, Chun-Wei – Journal of Educational Research, 2001
Analyzed the 1994 Grade 4 Maryland National Assessment of Educational Progress (NAEP) regarding the effects on reading achievement and engagement of: students' amount of engaged reading, parental education, gender, balanced reading instruction, and reading opportunities. Amount of engaged reading predicted reading achievement after controlling for…
Descriptors: Educational Attainment, Elementary Education, Grade 4, National Standards
Wang, Judy Huei-yu; Guthrie, John T. – Reading Research Quarterly, 2004
This study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing…
Descriptors: Reading Motivation, Cultural Influences, Foreign Countries, Cultural Differences
Guthrie, John T.; Hoa, Laurel W.; Wigfield, Allan; Tonks, Stephen M.; Perencevich, Kathleen C. – Reading Research and Instruction, 2006
The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer-term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In…
Descriptors: Reading Motivation, Grade 3, Reading Achievement, Incentives
Guthrie, John T. – Journal of Literacy Research, 2004
In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less…
Descriptors: Reading Instruction, Reading Motivation, Student Motivation, Literacy
Peer reviewedGuthrie, John T.; Wigfield, Allan; Metsala, Jamie L.; Cox, Kathleen E. – Scientific Studies of Reading, 1999
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…
Descriptors: Elementary Secondary Education, Grade 10, Grade 3, Grade 5
