Abstract Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3–5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition and recognition), and self-efficacy for reading. Quantitative analyses of the survey and interview data were consistent in indicating that the students experienced these motivations to a moderate to strong degree, with the exception that interview-based scores for competition were fairly low, in comparison to both the interview-based scores for the other motivations and the survey-based score for competition. Correlations between scores on the survey and interview measures for each construct varied. Qualitative analyses illustrated the depth and variety of students’ thinking about their reading motivations, and provided insight into studying and strengthening students’ reading motivation in ways that may be particularly relevant for DLLs.

中文翻译：

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讲西班牙语的双语学习者的阅读动机：比较两种类型的学生报告

摘要采用一种混合方法的方法，研究了郊区Title I学校中3-5年级的双语学习者（DLL）的阅读动机，该校学生主要是西班牙裔。21名学生完成了自我报告调查，并参加了针对两个内在动机（参与和好奇心），两个外在动机（竞争和认可）以及阅读的自我效能感的访谈。问卷调查和访谈数据的定量分析一致，表明学生从中等到强烈程度都经历了这些动机，但与基于访谈的得分相比，基于访谈的比赛得分相当低。其他动机和基于竞争的调查得分。每个结构的调查得分和访谈度量之间的相关性各不相同。定性分析说明了学生对阅读动机的思考的深度和多样性，并提供了以与DLL特别相关的方式研究和增强学生的阅读动机的见识。