000			01816nam a22002657a 4500
003			OSt
005			20240726102126.0
008			240726b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/221/N484/2016
100			_aNeugebauer, Sabina _911481
245			_aStable or situated understandings of adolescent reading engagement across readers and raters _cby Sabina Neugebauer
300			_app. 391-404
310			_aMonthly
336			_atext
337			_aunmediated
338			_aVolume
440			_aThe Journal of Educational Research _911399 _vvol. 109, n4 _x0022-0671
500			_aTeachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' report of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.
650		0	_aReading proficiency _911482
650		0	_aReading _94602
650		0	_aReading readiness _911484
942			_2ddc _cPINDEX
999			_c8274 _d8274