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Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula – Scientific Studies of Reading, 2019
The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the…
Descriptors: Reading Comprehension, Reading Strategies, Metacognition, Correlation
Buxton, Jennifer A. – ProQuest LLC, 2017
This study explored the relationships among high school students' reading comprehension achievement, three latent constructs (reading comprehension strategy use, reading comprehension strategy instruction, reading attitudes), and five control variables (gender, minority status, socio-economic status [SES], class time, class size). The purpose of…
Descriptors: High School Students, Reading Comprehension, Reading Strategies, Reading Instruction
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Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah – Reading Research Quarterly, 2013
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…
Descriptors: Reading Motivation, Incentives, Reading Comprehension, Grade 5
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Tsung, Linda T. H.; Zhang, Lubei; Hau, Kit Tai; Leong, Che Kan – Reading Matrix: An International Online Journal, 2017
Two groups of 12-year-old ethnic minority (EM) users of alphasyllabary (66 Tibetan and 45 Yi) were compared with 42 Han Chinese students in comprehending Chinese narrative and expository texts, each with inferential questions requiring short open-ended written answers. Three constructs (verbal working memory, orthographic and sentential…
Descriptors: Short Term Memory, Chinese, Orthographic Symbols, Syntax
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Carlson, Elaine; Jenkins, Frank; Li, Tiandong; Brownell, Mary – Journal of Educational Research, 2013
The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex,…
Descriptors: Vocabulary, Phonemic Awareness, Decoding (Reading), Reading Comprehension