Reading Motivation, Reading Amount, and Text Comprehension in Deaf and Hearing Adults

被引：35

作者：

Parault, Susan J. ^{[1
]}

Williams, Heather M. ^{[2
]}

机构：

[1] St Cloud State Univ, St Cloud, MN 56301 USA

[2] Univ Maryland, College Pk, MD 20742 USA

来源：

JOURNAL OF DEAF STUDIES AND DEAF EDUCATION | 2010年 / 15卷 / 02期

关键词：

ACADEMIC INTRINSIC MOTIVATION; CHILDRENS MOTIVATION; ACHIEVEMENT; GOALS; ABILITY; GROWTH;

D O I：

10.1093/deafed/enp031

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

引用

页码：120 / 135

页数：16

共 47 条

[1]

Allen T.E., 1994, WHO ARE DEAF HARD HE

[2] CLASSROOMS - GOALS, STRUCTURES, AND STUDENT MOTIVATION [J].