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The Mediating Effects of Reading Amount and Strategy Use in the Relationship between Intrinsic Reading Motivation and Comprehension: Differences between Grade 4 and Grade 6 Students
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Liao, Xian; Zhu, Xinhua; Zhao, Pengfei – Reading and Writing: An Interdisciplinary Journal, 2022
There has been a significant volume of research studying the effect of individuals' motivation on reading comprehension. The findings of previous research have demonstrated both the direct contribution of motivation to comprehension and its indirect influence through mediating effects of reading amount and strategy use. The effect of the linkage…
Descriptors: Reading Strategies, Reading Motivation, Reading Comprehension, Grade 4
The Role of L1 Self-Efficacy in L2 Reading Comprehension: An Exploration of L1-L2 Cross-Linguistic Transfer
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Yaping Liu; Choo Mui Cheong; Rex Hung Wai Ng; Shek Kam Tse – International Journal of Bilingual Education and Bilingualism, 2024
Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first…
Descriptors: Reading Comprehension, Transfer of Training, Native Language, Second Language Learning
From Reading Strategy Instruction to Student Reading Achievement: The Mediating Role of Student Motivational Factors
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Huang, Jing; Chen, Gaowei – Psychology in the Schools, 2019
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the…
Descriptors: Student Motivation, Reading Strategies, Teaching Methods, Reading Instruction
The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students
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Lau, Kit-ling; Chan, David W. – Reading and Writing: An Interdisciplinary Journal, 2007
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…
Descriptors: Reading Comprehension, Reading Strategies, Reading Motivation, Foreign Countries
Reading Strategy Use between Chinese Good and Poor Readers: A Think-Aloud Study
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Lau, Kit-Ling – Journal of Research in Reading, 2006
This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think-aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think-aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that…
Descriptors: Reading Strategies, Foreign Countries, Grade 7, Ethnic Groups
Reading Strategy Use and Motivation among Chinese Good and Poor Readers in Hong Kong.
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Lau, Kit-ling; Chan, David W. – Journal of Research in Reading, 2003
Compares 83 good readers and 76 poor readers on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Finds poor readers scored lower than good readers in using all reading strategies, and had lower intrinsic motivation in reading than good readers. Discusses implications of these…
Descriptors: Chinese, Elementary Secondary Education, Foreign Countries, Instructional Effectiveness