Relating Motivation to Read and Emergent Reading Skills: A Measurement Validation Study

Rayne A. Sperling, Thomas P. Sherwood, Amanda M. Hood

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Two studies examined the construct validity of emergent readers' motivation measures. Both studies directly assessed reading skills. Motivation was measured via self-report inventories, including existing and new items derived from the Preschool Reading Attitudes Survey (PRAS), the Motivated Reading Questionnaire (MRQ), and the Motivated Reading Profile (MRP). Parent and teacher measures of emergent readers' motivation were also administered. Study 1 findings indicated significant correlations within readers' self ratings and between teachers' and parents' ratings of children's motivation, but little consistency between these ratings and children's self-ratings. Study 2 replicated many Study 1 findings and indicated stability in children's motivation measures.

Original languageEnglish (US)
Pages (from-to)461-485
Number of pages25
JournalReading Psychology
Volume34
Issue number5
DOIs
StatePublished - Sep 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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