Comparing the Dynamics Between Reading Motivation and Comprehension From Elementary to Secondary School (Poster 32)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

This longitudinal study explores the bidirectional relationship between reading motivation and comprehension among Chilean students, addressing the gap in cross-cultural research. Utilizing nationwide data collected from 47,073 students at three time points—4th, 8th, and 10th grades—the study employs Structural Equation Modeling to assess the reciprocal effects. Findings indicate that early reading comprehension significantly influences later reading comprehension and motivation, with the path from comprehension to motivation being stronger in earlier stages. Conversely, motivation's influence on comprehension becomes more pronounced in later stages. These results underscore the importance of early reading interventions and suggest that the strength of the relationship between comprehension and motivation may depend on students' developmental stage.

Authors

• Montserrat Cubillos, Universidad del Desarrollo

• Rodrigo Troncoso, Universidad del Desarrollo

• Victoria Varas, Universidad del Desarrollo