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Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation
| Title: | Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation. |
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| Name(s): |
Vagi, Kevin J. Florida Atlantic University, Degree Grantor Charles E. Schmidt College of Science Department of Psychology |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Issuance: | monographic | |
| Date Issued: | 2006 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 159 p. | |
| Language(s): | English | |
| Summary: | This study examined the hypothesis that both exposure to reading materials in the home and intrinsic motivation to read mediate the relationship between socioeconomic status and reading comprehension skills in adolescents. Data were derived from the Program for International Student Assessment 2000 dataset (PISA 2000). Six countries out of forty-three were chosen on the basis of country-level SES: two from the bottom 25th percentile (Thailand, Mexico), two at the 50th percentile (Austria, France), and two at the 75th percentile (Norway, United States). Data analysis was conducted on a total of 27,351 participants and 823 schools. Hierarchical linear modeling (HLM) analyses were conducted to examine predictors of reading comprehension skills. Follow-up analyses using logistic regression were conducted to predict group membership (i.e., poor vs. normal readers). Results support the idea that exposure to reading materials in the home mediates the relationship between SES and reading comprehension skills at the child level, regardless of the overall economic state of the country. This relationship did not hold when predicting at the school level. Intrinsic motivation to read was consistently a poor predictor. | |
| Identifier: | 9780542859779 (isbn), 12236 (digitool), FADT12236 (IID), fau:9143 (fedora) | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): |
Adviser: Steven Hecht. Thesis (Ph.D.)--Florida Atlantic University, 2006. |
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| Subject(s): |
Education, Reading Psychology, Developmental Psychology, Experimental |
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| Held by: | Florida Atlantic University Libraries | |
| Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/12236 | |
| Sublocation: | Digital Library | |
| Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
