The relationship between motivation to read and reading comprehension in chilean elementary students
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The relationship between motivation to read and reading comprehension in chilean elementary students Pelusa Orellana1 · Carolina Melo1 · Paula Baldwin1 · Samuel De Julio2 · José Pezoa3
© Springer Nature B.V. 2020
Abstract This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed. Keywords Reading motivation · Comprehension · Self-concept * Pelusa Orellana [email protected] Carolina Melo [email protected] Paula Baldwin [email protected] Samuel De Julio [email protected] José Pezoa [email protected] 1
Universidad de los Andes, Chile, Monseñor Alvaro del Portillo 12.555, Las Condes, Santiago, Chile
2
The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA
3
Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Santiago, Chile
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P. Orellana et al.
Introduction In Chilean schools and society, reading interest and performance have remained relatively low across the country. It has long been ascertained that Chileans do not feel motivated to read, and this is evident from the beginning of school life to adulthood (Fundación La Fuente/Adimark, 2010). Lack of reading interest in Chile has been attributed to the high cost of books, but reading also tends to be devalued by students as a consequence of the compulsory nature of reading in most schools (Fundación La Fuente-Adimark, 2006; Consejo Nacional de la Cultura y las Artes, 2014). For example, Errázuriz et al. (2019) reported that Chilean teachers’ reading habits tend to impact their students’ reading skills. Moreover, evidence also shows that Chilean elementary school children’s reading comprehension levels have stagnated in the past decade (Agencia de Calidad de la Educación, 2015; Cerlalc-Unesco, 2013). Both TERCE and PISA scores show that the persistent disparity in reading ability between students from more and less privileged backgrounds continues to exist. Findings in some of these large-scale assessments also show that socioeconomic variables are positively associated with reading motivation. Among these are parents’ expectations about their children graduatin
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