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Titlebook: Reading Achievement and Motivation in Boys and Girls; Field Studies and Me Pelusa Orellana García,Paula Baldwin Lind Book 2018 Springer Int

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發(fā)表于 2025-3-21 18:27:50 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Reading Achievement and Motivation in Boys and Girls
副標(biāo)題Field Studies and Me
編輯Pelusa Orellana García,Paula Baldwin Lind
視頻videohttp://file.papertrans.cn/822/821922/821922.mp4
概述Includes contributions from international leading researchers in the field.Illustrates reading motivation studies from a multidimensional perspective addressing variables such as cognitive, emotional
叢書名稱Literacy Studies
圖書封面Titlebook: Reading Achievement and Motivation in Boys and Girls; Field Studies and Me Pelusa Orellana García,Paula Baldwin Lind Book 2018 Springer Int
描述.This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings...Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others...The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading?achievement and gender diffe
出版日期Book 2018
關(guān)鍵詞Reading achievement gender differences; Reading motivation strategies; Reading competence beliefs; Meth
版次1
doihttps://doi.org/10.1007/978-3-319-75948-7
isbn_softcover978-3-030-09361-7
isbn_ebook978-3-319-75948-7Series ISSN 2214-000X Series E-ISSN 2214-0018
issn_series 2214-000X
copyrightSpringer International Publishing AG, part of Springer Nature 2018
The information of publication is updating

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Literacy Studieshttp://image.papertrans.cn/r/image/821922.jpg
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Pelusa Orellana García,Paula Baldwin LindIncludes contributions from international leading researchers in the field.Illustrates reading motivation studies from a multidimensional perspective addressing variables such as cognitive, emotional
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發(fā)表于 2025-3-22 14:26:14 | 只看該作者
The Consequential Effects of Misinterpretations and Misrepresentations on Boys’ and Girls’ Reading Aly diverse and immigrant populations disproportionately represented; we thus turned to the research on reading achievement and motivation to inform our understanding. Underachievement brought about by low academic motivation is a significant contributor to school dropout and reading competence is af
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The Influence of Instructional Practices on Reading Motivation in Finlandfs, and social interactions with peers support interest in reading. The high-quality classroom interactions described by emotionally supportive relationships in a well-organized classroom have been shown to be of particular importance in the development of children’s reading skills and motivation, e
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發(fā)表于 2025-3-23 02:16:17 | 只看該作者
To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controllingmong which are age, ethnicity, and verbal ability. The extent to which motivation can, in fact, be a strong predictor of reading performance, varies significantly across studies and grade levels..In the current chapter, we examine recent literature (i.e., from 2000 to the present) describing studies
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