Impact of pupil and class-level characteristics on elementary students' autonomous reading motivation: a multilevel approach

The aim of the present study is to examine the impact of pupil (gender, home language, home and peer involvement in reading) and class level characteristics (teachersU+2019 use of fiction and nonfiction, opportunities to read self-selected books and discuss reading materials with peers, the occurrence of teacher reading aloud, and support of a reading teacher) on fifth-grade studentsU+2019 autonomous reading motivation using multilevel modeling. 1260 fifth graders and their 67 teachers participated. As expected, girls have a higher autonomous reading motivation and are more alike than boys. Surprisingly, home language has no effect. Furthermore, home and peer involvement are positively associated with autonomous reading motivation. Finally, the presence of a literacy coach at school significantly optimizes pupilsU+2019 autonomous reading motivation.

Jaar van publicatie:2012