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Guthrie, J.T., Schafer, W.D. and Huang, C.W. (2001) Benefits of Opportunity to Read and Balanced Instruction on the NAEP. The Journal of Educational Research, 94, 145-162.
https://doi.org/10.1080/00220670109599912

has been cited by the following article:

  • TITLE: Reading Motivation vis-s-vis Academic Performance

    AUTHORS: Elysha S. Alvarado, Cerenio Adriatico

    KEYWORDS: Motivation for Reading Questionnaire, Correlation Test, Reading Strategies

    JOURNAL NAME: Open Journal of Social Sciences, Vol.7 No.6, June 10, 2019

    ABSTRACT: Abundant literature can be sourced out from different authorities about reading motivation, yet little work can be traced between this component and the academic achievement. Hypothesizing that motivation has a significant relationship to success, this study attempted to investigate such a particular connection. The researchers used a modified version of the Motivation for Reading Questionnaire (MRQ) administered to 82 Grade III pupils, of which the first half were required to answer the questions for pilot testing. For the correlation test, the raw scores of quarterly academic grades of pupils were utilized. Statistical results identified that reading motivation was not significantly related to the academic achievement of the pupils. One that is carried out is the development of learners as readers. In this manner, the researchers suggested that teachers should continue nurturing of enhancing the reading skills of pupils by implementing different strategies to improve the academic performance of the learners.