This study investigates the relationships between reading motivation, language ability, and print-concept skills among Hebrew-speaking kindergarteners, before they are formally exposed to reading instruction. The purpose of the study was to explore reading motivation-literacy relationships and to determine whether there are differences in language…

We examined the relationships of two aspects of reading motivation with reading fluency performance in 79 third- to sixth-grade Hebrew-speaking students with reading disabilities. Reading fluency tests were administered, in addition to a reading motivation questionnaire (MRP-R), all of which examined students' self-concept as readers, as well as…

The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation--self-concept as a reader, value attached to reading and literacy outloud (social…

Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for reading and writing motivation revealed a close to reasonable fit, for the total sample and by gender. It yielded a low fit across the four grade levels.…

This investigation examined developmental aspects of 155 second-graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word…

The current research examined age differences and developmental aspects associated with children's early motivation to read at the beginning and the end of the school year for 119 Hebrew speakers in kindergarten and 1st grade. Analyses showed that overall motivation to read was higher among 1st-graders than among kindergartners. In addition,…

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social…

The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over…

The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have…