Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities

Abstract

This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.