The development of reading fluency and motivation to read
Quirk, Matthew Pierce
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The current investigation is comprised of two studies examining the validity of anadapted version of the Motivation to Read Profile (MRP-A) and the causal relationshipbetween motivation to read and reading fluency skill development. Both studies wereconducted with 168 second grade students from a rural school district in northeastGeorgia. The first study scrutinized the validity of the MRP-A along five aspects ofMessick’s (1989) framework for unitary construct validity. In this study, the MRP-Afunctioned well along the content, substantive, structural, and generalizability aspects ofthe framework, yet questions still remained regarding its relation to external criterionvariables. The second study examined the causal relationship between motivation to readand reading fluency skill development using structural equation modeling techniques in athree wave longitudinal design. The three subscales of the MRP-A (reading self-concept,value for reading, and goals for reading) were used as observed indicators of a motivationto read latent variable and the reading fluency skill latent variable was defined by threefluency subscales (the TOWRE sight word efficiency subtest, the TOWRE phonemicdecoding efficiency subtest, and the DIBELS oral reading fluency scale). Previousresearch conducted on the relationship between academic self-concept and academicachievement has identified four possible models to explain their causal relationship whichwere used as hypothesized models to explain the relationship between motivation to readand reading fluency skill development. Surprisingly, the SEM analyses supported a self-enhancement model, which asserted that motivation to read influenced motivation to readand reading fluency skill at the subsequent time point, but that reading fluency skill onlyinfluenced reading fluency skill level at the subsequent time point.