Influence of the Home Literacy Environment on Reading Motivation and Reading Comprehension

This research used PIRLS 2006 data to explore home factors that influence students’ motivation to read, as well as the relationship between student motivation and reading achievement. The research employed structural equation modeling to empirically test a theoretical model of student motivation to read and home factors that may influence motivation, including parental attitudes and behaviors, early literacy activities, and the presence of children’s books. In addition, the theoretical model tested the relationship between motivation and student reading achievement. Lastly, differences in the relationships among these variables were examined for boys compared to girls. This research will contribute to the body of literature on the influence that the home literacy environment can have on reading motivation and reading comprehension, and may help inform analysis and reporting strategies for future cycles of PIRLS. Abstract