Matthew Quirk|Paula J. Schwanenflugel|Mi-Young Webb
A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade
University of California, Santa Barbara|University of California, Santa Barbara|University of California, Santa Barbara
shortterm longitudinal study investigated relationships students reading selfconcept goals reading reading fluency skill course second grade year secondgrade children n 185 administered test word reading efficiency secondgrade dynamic indicators basic early literacy skills adapted version motivation read profile beginning middle end school year results showed students goals reading related reading selfconcept unrelated reading fluency addition reading selfconcept significantly related reading fluency time point latentvariable path analysis used test four potential relationships students reading selfconcept reading fluency skill independence model b skill development model c selfenhancement model reciprocal effects model support reciprocal model found students reading fluency skill reading selfconcept second grade year finding also indicated students reading selfconcept begins influence reading achievement earlier previous research indicated implications educational practice future research also discussed