Cognitive and Motivational Factors in Multilingual Learners' Reading: Findings Before and During the Pandemic

• In Event: Cognitive and Motivational Factors in Multilingual Learners' Reading: Findings Before and During the Pandemic

Abstract

This session synthesizes three empirical studies on multilingual leaners in elementary, middle, and high school concerning specific dimensions of reading motivation and cognition. It also addresses how these dimensions intertwine and bear impact on students’ reading achievement. Focusing on Spanish-speaking students in Chile and two different US contexts, we present evidence regarding the role of reading-specific motivation variables in reading achievement across geographical regions and across ages and types of multilingual learners. We provide data collected before and during theCOVID-19 pandemic, analyzed using various quantitative methods. In doing so we respond to the call to understand the diverse contexts that multilingual leaners encounter and the variability in their emotions and cognitions regarding reading.

Authors

• Ana Taboada Barber, University of Maryland

• Pelusa Orellana, Universidad de los Andes

• Dianna R. Townsend, University of Nevada - Reno

• Susan Lutz Klauda, University of Maryland

• Rachel Knecht, University of Nevada - Reno