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Examining the Validity of the Classroom Reading Motivation Measure with Elementary Students Using Confirmatory Factor Analysis and Item Discrimination.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the Validity of the Classroom Reading Motivation Measure with Elementary Students Using Confirmatory Factor Analysis and Item Discrimination./
Author:	Grow, Jennifer L.
Description:	1 online resource (82 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381152890

Examining the Validity of the Classroom Reading Motivation Measure with Elementary Students Using Confirmatory Factor Analysis and Item Discrimination.
Grow, Jennifer L.

Examining the Validity of the Classroom Reading Motivation Measure with Elementary Students Using Confirmatory Factor Analysis and Item Discrimination. - 1 online resource (82 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--Middle Tennessee State University, 2023.

Includes bibliographical references

Reading motivation is an important contributor to reading achievement. Students with higher levels of motivation tend to outperform those with lower levels. Reading motivation is a dynamic, situational, context-dependent trait that can vary in children over time and across tasks. Teachers have a valuable opportunity to support students' reading motivation through the instructional methods they employ, the tasks they assign, and the texts that they use in their classroom. In order to take advantage of this potential, teachers need access to actionable information regarding their students' motivational status. The more aware a teacher can be of students' individual levels of reading motivation, the sooner they can intervene appropriately to avoid the potentially devastating effects of low reading motivation on the students' achievement. Currently, teachers lack a way to measure reading motivation in a quick, valid, and reliable way. The Classroom Reading Motivation Measure (CRMM) was created to fill this gap for teachers. The CRMM was based on four motivation constructs (self-efficacy, value of reading, relatedness, and autonomy) containing 45 items. This study included participants (n = 158) in 3rd and 4th grades from three schools in the mid-South. The validity and reliability of the CRMM and the results were mixed. The expected four-factor structure was confirmed. Internal consistency was acceptable. Construct validity was supported by the CRMM's significant correlations to the three existing reading motivation measures and one reading comprehension measures: Elementary Reading Attitude Survey (ERAS), the Motivation to Read Profile-Revised (MRP-R), the Motivation to Read Questionnaire (MRQ) and the Gates MacGinitie Reading Test (GMRT). The potential practical usefulness of the CRMM for teachers is discussed as well as limitations and future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381152890Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

Confirmatory factor analysisIndex Terms--Genre/Form:

554714
Electronic books.

Examining the Validity of the Classroom Reading Motivation Measure with Elementary Students Using Confirmatory Factor Analysis and Item Discrimination.
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