Year: 2011
Type: article
Study design: Observational Study
Abstract: This study examined the relationship between reading motivation and reading comprehension in a sample of 421 twin pairs (MZ = 168, DZ = 253) recruited from The Western Reserve Reading Project.Reading motivation was assessed using the Motivation for Reading Questionnaire, a specific set of scales based on 11 dimensions of reading motivation.Reading comprehension was assessed using the Peabody Individual Achievement Test -Revised and the Woodcock Reading Mastery Test -Revised comprehension subtests.Latent factors were formed for reading motivation and reading comprehension using data from three annual home visits, beginning when children were 6 years old (M =6.09, SD=.69).Results suggested that genetic, shared environmental, and nonshared environmental influences were significant for both reading motivation and reading comprehension factors.Moreover, the covariance between reading motivation and reading comprehension factors was influenced not only by genetic pathways, but also through nonshared environmental pathways.In contrast, estimates for shared environmental overlap between reading motivation and reading comprehension were not statistically significant.
Author: Margaret E. Middleton
Institution: The Ohio State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2802367361