Abstract
The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis Inventory for Reading Comprehension. The participants’ writing motivation and reading comprehension scores were subject to a logistic regression analysis. According to the logistic regression model, the students were less likely to be good comprehenders when they viewed themselves unsuccessful in writing. The findings suggest that reinforcement of their writing motivation will help students to construct meaning in a better way, or to become good comprehenders. Key words: Writing motivation, reading comprehension.
Highlights
Students are taught how to read and write two crucial skills of the modern age, during their primary education.numerous studies have been conducted on the connection between reading and writing, two skills that are taught simultaneously
Descriptive statistics were revealed concerning the sub-dimensions of writing motivation
The students did not view themselves as unsuccessful in writing, which positively contributed to their writing motivation
Summary
Students are taught how to read and write two crucial skills of the modern age, during their primary education. Numerous studies have been conducted on the connection between reading and writing, two skills that are taught simultaneously. Different variables have been the focus of such studies, including writing motivation (Troia et al, 2013; Troia et al, 2012), levels of reading and writing motivation (Mata, 2011), the correlation between reading comprehension and summarizing (Bensoussan and Kreindler, 1990; Gao, 2013), special practices for reading and writing development (Barackman et al, 1995), and writing achievement as well as the use of reading comprehension strategies (Kirmizi, 2009). A review of literature suggests that most of these studies on writing, reading comprehension, motivation, and the use of strategies are descriptive and explore potential correlations
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