Predictors of Reading Comprehension in Middle School: Cognitive and Motivational Factors

• In Event: Effective Literacy Interventions in Elementary and Middle School

Abstract

We examine the prediction of reading comprehension from motivational and cognitive variables, and whether these predictors contribute to reading comprehension growth in Grade 6 students of diverse language backgrounds. The study replicates a study in which reading motivation, background knowledge and cognitive strategies independently predicted reading comprehension and comprehension growth in Grade 4 Caucasian students (Author et al., 2009). The current study expands on the previous one by exploring these relationships in a highly language diverse group of middle schoolers in a different content domain, while incorporating academic vocabulary as a key predictor in the comprehension of middle schoolers. Findings indicated that vocabulary, questioning and reading motivation accounted for independent variance in comprehension and comprehension growth irrespective of language status.

Authors

• Ana M. Taboada Barber, George Mason University

• Michelle M. Buehl, George Mason University

• Melissa Gallagher, George Mason University

• Leila N Richie, George Mason University

• Swati Mehta, George Mason University