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The Growth of Logical Thinking from Childhood to Adolescence

Young children who enjoy reading do it more often and they tend to become skilled at it. Poor readers, by contrast, often display low motivation to read. One possible explanation of this is that reading skill and reading motivation influence each other. 15 studies were reviewed addressing the relationship between young children's reading and competency beliefs or goal orientations. Results indicate that reading skills and motivation correlate (albeit moderately), and support the possibility of a bidirectional relationship between the two. Researchers, practitioners, and parents may need to target both reading skill and motivation to best help poor readers become proficient.

http://journals.sagepub.com/doi/pdf/10.1177/001440290707300203

Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?:

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%‐55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.

http://psychology.soc.uoc.gr/Documents/Sideridis_papers/Sideridis,%20Prediction%20of%20LD%20from%20Motivation%20(JLD).pdf

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis.

The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale was established. In turn, results pointed to the existence of a single universal self-regulation functioning pattern in individuals with visual impairments across subject matters (at the mean level). Measurement invariance was also observed at the item level through imposing equality constraints between items from different subjects. Based on the findings, it is suggested that self-regulation is not context specific for individuals with visual impairments.

Assessing Self-Regulation in Individuals With Visual Impairments Generality Versus Specificity in Self-Regulatory Functioning

The goal of this study was to investigate the reading strategies of students with and without reading disabilities, and document the major metacognitive defi­ciencies of reading disabled students. Two hundred and fifty students attending grades 3 through 6 in elementary school participated in the study. Metacogniti­ve awareness and reading strategies were assessed through the protocol devel­oped by Miholic (1994). The data analysis revealed that reading disabled stu­dents have a significantly lower level of metacognitive reading awareness than the average readers, and that they use mostly non-effective reading strategies. There were no significant differences in regard to gender and few differences in relationship to the grade the students attended.

/pdf/metacognitive-awareness-and-reading-strategies-average-and-2xxcnfy907.pdf

Metacognitive awareness and reading strategies: Average and reading disabled students

Goal Orientation and Reading Comprehension Strategy Use among Students with and without Reading Difficulties.

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Papers

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis.

Assessing Self-Regulation in Individuals With Visual Impairments Generality Versus Specificity in Self-Regulatory Functioning

Metacognitive awareness and reading strategies: Average and reading disabled students

Goal Orientation and Reading Comprehension Strategy Use among Students with and without Reading Difficulties.