THE DIFFERENCE IN THE READING MOTIVATION AND COMPREHENSION

PROFICIENCY OF STANDARDIZED READING MATERIALS OF TEACHER

EDUCATION STUDENTS
Review of Related Literature
I.

Definitions

Reading Motivation refers to the goals and attitudes of an individual regarding reading.
(Guthrie and Wigfield, 1999 as cited in Tercanlioglu, 2001)
Reading comprehension is the ability to develop ideas that are significantly related to
the words read in a context. (Zintz and Maggart, 1986 cited in Blay, et. al., 2009
Reading comprehension is the process of constructing meaning through the use of both
the information in the written text and the background knowledge of the reader.
(Samuels, 1979)
II.

Reading Motivation

Females possess positive attitudes and display greater confidence in reading. (Ming
Chui & McBride-Chang, 2006; Mullis, Martin, Kennedy & Foy, 2007)
III.

Reading Comprehension

The major factors that influence reading comprehension performance include gender,
prior knowledge, interest, and ability to use the language. (Brantmeier, 2001, 2003;
Bgel and Buunk, 1996; Carrell, 1987; Grabe and Stoller, 2002; Hyde and Linn, 1988;
Koda, 2005; Rosn, 2001; Pae, 2004; Urquhart and Weir, 1998; Yongqi, 2002)

Females scores are lower on measures of science knowledge, state science test, and
passage comprehension compared to the score of males. (O'Reilly and McNamara
2007)
The scores of males were higher than the scores of females in items with scienceoriented passages but lower in items with humanities-oriented passages. (Dolittle and
Welch, 1989)
Males comprehend gender-neutral texts better than females. (Bgel and Buunk 1996)
Informative literature are mostly read by males than females students.(Brantmeier,
2003; Bgel and Buunk, 1996; O'Reilly and McNamara, 2007; Pae, 2004; Yongqi, 2002)
Females scores are lower on measures of science knowledge, state science test, and
passage comprehension compared to the score of males. (O'Reilly and McNamara
2007)
The scores of males were higher than the scores of females in items with scienceoriented passages but lower in items with humanities-oriented passages. (Dolittle and
Welch, 1989)
Males comprehend gender-neutral texts better than females. (Bgel and Buunk 1996)