Session Information
09 SES 12 A, Students‘ Engagement and Performance in Reading and Orthography: Reciprocal Relations and Effects of Instruction – Part 1
Symposium
Contribution
Reading engagement, a multidimensional construct including cognitive, motivational, behavioral and social aspects, is relevant for educational research as it correlates highly with reading achievement and the dimensions are malleable by instruction (Guthrie, Wigfield, & You, 2012). While the complex composition of the engagement construct is considered crucial for its explanatory power of educational success, the reciprocal dynamics of the engagement dimensions and their relations to classroom practices pose current research challenges (Eccles, & Wang, 2012). The National Educational Panel Study in Germany provides data on students’ reading engagement over the course of lower secondary school. Our analyses employ data from the first point of measurement in Grade 5 (N = 6,000). Reading engagement is measured based on the students’ reading motivation, reading self-concept, reading time and diversity, and communication about materials read. We address the issue of multidimensionality by testing in confirmatory nested factor analyses (Gustafsson & Balke, 1993) whether reading engagement can best be measured with one general factor or whether the single subdomains have independent explanatory power. On this basis, we explore the relation of reading engagement to reading achievement.
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