Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Jiyeon Lee, Sydney S. Zentall

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

This study assessed the reading motivation of 133 students at individual grade levels (2nd-5th), who were divided in subgroups with and without reading disabilities/difficulties (RD) and with and without attention deficit hyperactivity disorder (ADHD). Major findings were that students in the RD subgroup had lower reading motivation (intrinsic, extrinsic, and self-efficacy) and read less for enjoyment than the nondisability (ND) group; students in the combined group (ADHD. +. RD) showed these motivational deficits in earlier grade levels. However, students with ADHD did not differ from the ND group in reading motivation, and children with RD (with and without ADHD) were equivalent to ND in social motivation up to the 5th grade. Implications of these findings were (a) social reading is an instructional pathway for both groups of students with RD, (b) assessments of reading motivation, in addition to reading skill, may be important in assessing responses to intervention, and (c) motivational interventions should be implemented early before motivational responses become a motivational style.

Original languageAmerican English
Pages (from-to)778-785
Number of pages8
JournalLearning and Individual Differences
Volume22
Issue number6
DOIs
StatePublished - 2012

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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