Abstract
One hundred and two 7-year-old first graders and their parents participated in a study examining Chinese beginning readers’ motivation for reading and reading achievement in relation to parental and home influences. Children completed a small group administered questionnaire that assessed three theoretical dimensions of reading motivation, including perceptions of competence at reading, perceptions of reading difficulty, and attitudes toward reading. Parents completed a survey of their task values on reading, encouragement for challenging reading, support with printed materials and attitudes toward their child’s reading. Results indicated that Chinese children’s competence for reading was positively associated with reading achievement, while their perceptions of difficulty for reading were negatively associated with reading achievement. Parental and home influences were significantly associated with Chinese children’s motivation for reading and reading achievement. The results are discussed in light of previous research findings and with reference to the cultural context of the present study.
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Wang, Q., Coddington, C. (2014). Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders. In: Chen, X., Wang, Q., Luo, Y. (eds) Reading Development and Difficulties in Monolingual and Bilingual Chinese Children. Literacy Studies, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7380-6_5
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