Type of Document	Thesis
Author	Jakobsons, Lara J
URN	etd-11122005-185850
Title	Child, Teacher, and Parent Reports of Motivation and their Predictive Relations to Reading Achievement and Reading Quantity
Degree	Master of Science
Department	Psychology, Department of
Advisory Committee	Advisor Name Title Joseph K. Torgesen Committee Chair Christopher J. Lonigan Committee Member Christopher Schatschneider Committee Member
Keywords	Test Anxiety Reading Interest Reading Competence Perceived Control
Date of Defense	2005-08-01
Availability	unrestricted
Abstract This study examined the relative usefulness of information about motivation for reading provided by three informants (child, teacher, and parent). Motivational ratings were obtained in a third grade sample (N = 150 children) and were used to predict outcomes involving reading quantity and reading achievement. Each child, teacher and parent completed equivalent measures of reading motivation. In addition, the children were administered a measure of reading quantity, the Title Recognition Test (TRT), and parents completed a Parent Reading Quantity (PRQ) question, which assessed minutes per day in which their child read for pleasure. The reading achievement outcomes included the children’s two scale scores on the Florida Comprehensive Achievement Test (FCAT). Dominance analysis, a method that allows the evaluation of all pairwise combinations of variables, revealed that the teacher report of reading motivation consistently accounted for the most unique variance in both measures of reading achievement. Partial dominance of the parent report was established for the reading quantity outcome of PRQ; however, the reports from all three informants were equally predictive of TRT scores. The child report of motivation did not appear to contribute significantly to the prediction of reading outcomes above and beyond teacher and parent report. Although child report of motivation is the most commonly utilized, the results of this study suggest that teacher report appears to be the most important predictor of reading achievement, and may form a better assessment of reading motivation.
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