Abstract

Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.

摘要

阅读动机可能会阐明母语为西班牙语的多语种高中生在阅读成绩方面的差异。利用以人为本的方法来调查N中潜在的阅读动机概况 = 174 位以西班牙语为母语的青少年 (NSS)，分析得出了三种潜在的阅读动机概况，包括 (a) 一个“平均”(AVG) 类，其特点是阅读自我概念 (RSC) 因素的分数略高于平均水平，阅读态度 (RA) 因素得分低于平均水平，(b) RSC 和 RA 因素得分均高于平均水平的“高于平均水平”(AA) 类别，以及 (c) “高 RSC-低 RA”( HRSC-LRA) 类别的特征是最高的 RSC 因子得分和低于平均水平的 RA 因子得分。这三个阅读动机概况与人口统计协变量（例如，在美国的性别和居住时间）显着相关，与之前的研究一致。更远，潜在档案成员资格是英语语言学习者的英语国家对州英语理解和交流评估（ACCESS for ELLs）的英语阅读能力分数的重要预测指标。我们讨论实际意义并为未来的研究提供建议。