Titlebook: Reading Achievement and Motivation in Boys and Girls; Field Studies and Me Pelusa Orellana García,Paula Baldwin Lind Book 2018 Springer Int

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Reading Achievement and Motivation in Boys and GirlsField Studies and Me

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Contextual Influences on Girls’ and Boys’ Motivation and Reading Achievement: Family, Schoolmates, as, girls tend to have more positive attitudes toward reading, enjoy it more, value it more, read more often and view themselves as competent in reading. Also, richer families buy more educational resources for boys than for girls, but girls engage in more family communication; both distinctions yiel

天气

The Influence of Instructional Practices on Reading Motivation in Finlandnstructional practices play an important role in the development of reading skills and the various aspects of motivation, especially children’s interest in reading. Interest in reading has been reported to contribute to the reading activity and to the amount of reading which, in turn, promote studen

Meander

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Young Children’s Motivation to Engage in Social Aspects of Readingmotivation, gender and age/grade level differences. Students’ reading motivation was assessed using the Me and My Reading Profile (MMRP) with follow-up interviews conducted with 20% of the students (n = 13). Confirmatory factor analyses confirmed three factors associated with motivation to read: sel

肉身

Reading Motivation and Achievement Among Chilean Boys and Girls in Grades 3, 4, and 5: An Exploratioevels seem to stagnate, and gender and socioeconomic gaps in reading achievement have not been narrowed despite the efforts to provide students with book access and research-based reading instruction. Similarly, studies have shown that Chileans, across age, gender, and socioeconomic groups, are not

SEVER

A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation in Taiwanotivation to read. A total of 88 ninth-grade students (47 boys and 41 girls) voluntarily participated by completing the Chinese Motivation for Reading Questionnaire (CMRQ). Twelve of the 88 students (six girls and six boys) were randomly selected to participate in semi-structured interviews, and thr