Poster #13 - Exploring Heterogeneity in the Relationship Between Reading Engagement and Reading Comprehension by Achievement Level

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-2 - Reading, Literacy, and Language Supports for All

Abstract

Research has shown that reading engagement positively influences reading achievement. However, studies often assume homogeneity in the strength of the relationship across subgroups, including across achievement levels. Our study examined the relationship between reading engagement and reading comprehension among 3,689 third- and fourth-graders. Using hierarchical regression, we found that reading engagement explained an additional 4% of variance in end-of-year reading comprehension above and beyond beginning-of-year comprehension, school membership, and student demographic characteristics. Utilizing multilevel modeling we found evidence of heterogeneity in the strength of the relationship between reading engagement and comprehension. Specifically, the relationship was weaker for “below average” readers compared to “average” readers, but the strength of the relationship for “average” and “above average” readers did not significantly differ.

Authors

• Kristia Wantchekon, Harvard University

• James S. Kim, Harvard University