Emergent Motivation to Read in Prekindergarten Children
| Autor: | Paula J. Schwanenflugel, Samantha M. Rogers, Guoguo Zheng |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Linguistics and Language
Goal orientation Reading motivation media_common.quotation_subject 05 social sciences Self-concept 050301 education Developmentally Appropriate Practice Education Developmental psychology Rating scale Reading (process) Scale (social sciences) Internal consistency Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Reading Psychology. 37:392-423 |
| ISSN: | 1521-0685 0270-2711 |
| DOI: | 10.1080/02702711.2015.1057787 |
| Popis: | This study aimed to develop and validate a measure of emergent reading motivation designed for prekindergarten children, called the Emergent Reading Motivation Scale (ERMS). The development of the ERMS was to overcome the limitation that current existing reading motivation measures are not developmentally appropriate for young children. Fifty-six native-English speaking children who were enrolled in a prekindergarten program participated in the study. The ERMS had 17 items that were drawn from reading self-concept, reading performance goal, and reading learning goal. The scale was administered through two sock puppets. For each item, the puppets represented contrasting behaviors regarding reading motivation. The children were asked to choose the puppet that was most like themselves. Results suggested that the ERMS is an age-appropriate reading motivation measure for prekindergarten children and has a three-factor structure as assumed even though its internal consistency is moderate and is of limited predi... |
| Databáze: | OpenAIRE |
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