Funders: College of Education, Michigan State University

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Description:

Learning to reading as well as reading for understanding is not something that comes automatically with development for some students. For these struggling readers, a substantial level of motivation and sustained effort are required to develop proficient reading skills. To address struggling readers’ cognitive and motivational needs, we conduct two lines of research. 

 

First, we seek to understand the various motivational processes involved in reading. More specifically, we focus on self-efficacy (can I do this?), interests (do I want to do this?), goal orientation (why do I want to do this?) as well as mindsets (can I become smarter if I work hard?). We utilize various statistical models, such as latent growth curve analysis and latent profile analysis, to capture the complex and interactive nature of the various motivational processes that influence reading development. 

 

Second, we are currently developing an online reading comprehension strategy instruction that focuses on teaching growth mindsets. We noted that teaching growth mindset as an added instructional component could take away time for reading instruction and increase cognitive burden for learning just another strategy. Thus, we are designing ways to integrate growth mindset messages into reading instruction seamlessly. 

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Publications/Presentations:

Cho, E., +Kim, E.H., +Ju, U. & +Lee, G.A. (in press). Motivational predictors of reading comprehension in middle school: The role of self-efficacy and growth mindsets. Reading and Writing. https://doi.org/10.1007/s11145-021-10146-5

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Cho, E., Toste, J. R., Lee, M. & +Ju, U. (2019). Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement. Reading and Writing, 32, 1219 - 1242. https://doi.org.proxy2.cl.msu.edu/10.1007/s11145-018-9908-8  

 

Cho, E., Lee, M., & Toste, J. R. (2018). Does perceived competence serve as a protective mechanism against performance goals in struggling readers? Path analysis of contextual antecedents and reading outcomes. Learning and Individual Differences, 65, 135-147.

 

Cho, E., +Ju, U., +Kim, E. H., & Compton, D. L. (2021, April). Achievement goal profiles and their relation to reading and behavioral outcomes among students with and without reading difficulties. Paper to be presented at the annual meeting of the American Educational Research Association

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Lee, Y-K., Cho, E., Kim, E.H., Capin, P., & Swanson, E. (2020, April). Profiles of Reading Self-Efficacy and Mindset: How Are They Related to Engagement and Reading Achievement? Paper to be presented at the annual meeting of the American Educational Research Association, San Francisco, CA.