Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two-factor models are problematic because they do not…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…

We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications…

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…