The Effect of Motivation on Reading Activity and Text Comprehension of Adult Filipino Deaf Learners
DOI:
https://doi.org/10.56498/31202153Keywords:
reading motivation, deaf, bilingual, reading comprehension, literacysAbstract
Reading is an important facet of the literacy enhancement of an individual. Studies in reading comprehension and the variables affecting it are considered important because society gives much importance to reading and demands higher literacy rates. While there is a plethora of research on reading motivation among learners, there is a scarcity of studies that deal with reading motivation among learners with physical disabilities. Hence, the present study aimed at investigating the link between the Filipino deaf learners’ reading motivation and reading activity and comprehension of English texts. The researchers used Parault and Williams’ (2010) Reading Activity Questionnaire and Motivation for Reading Questionnaire (MRQ) as instruments to answer the research questions. The results of the study revealed that there is no significant relationship between reading motivation of deaf learners and their reading amount and text comprehension. Nonetheless, the study may have implications for the current deaf bilingual literacy curricula in local schools, particularly in addressing Filipino deaf bilinguals’ motivation for reading.
References
Andrews, J.F. & Karlin, A. (2002). Reading behaviors of deaf bilingual college students. ADARA, 36(1), 28-44. Retrieved from http://dept.lamar.edu/cofac/deptdeaf/jandrews/36._Deaf_college_bilingual_readers.pdf
Andrews, J.F. & Rusher, M. (2010). Codeswitching techniques: Evidence-based instructional practices for the ASL/English bilingual classroom. American Annals of the Deaf, 155 (4), 407-424. Retrieved from http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/american_annals_of _the_deaf/v155/15.4.andrews.pdf
Baker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477. Retrieved from https://www.msu.edu/~dwong/CEP991/CEP991Resources/Baker%26Wigfield MotivRdng.pdf
Banner, A. & Wang, Y. (2010). An analysis of the reading strategies used by adult and student deaf readers. Journal of Deaf Studies and Deaf Education, 16(1). Retrieved from http://jdsde.oxfordjournals.org/ Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273–284. https://doi.org/10.2307/330107
Dowaliby, F. & Lang, H. (1999). Adjunct aids in instructional prose: A multimedia study with deaf college students. Journal of Deaf Studies and Deaf Education, 4 (4). Retrieved from http://jdsde.oxfordjournals.org/
Eccles, J., O’Neill, S., & Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. In K. Moore and L. Lippman (Eds.). What do children need to flourish? Retrieved from http://rcgd.isr.umich.edu/garp/articles/eccles05h.pdf
Freel, B., Clark, M.D., Anderson, M., Gilbert, G., Musyoka, M., & Hauser, P. (2011) Deaf individuals bilingual abilities: American Sign Language proficiency, reading skills and family characteristics. Psychology, 2 (1), 18-23. Retrieved from http://vl2.gallaudet.edu/assets/section7/document173.pdf
Gambrell, L. & Codling, R.M. (1997). Fostering reading motivation: Insights from theory and research. Yearbook of American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/yearbooks/97_yearbook/pdf/ 02_Gambrell.pdf
Gambrell, L. & Marinak, B. (2009). Reading motivation: What the research says. Retrieved from https://www.readingrockets.org/article/reading-motivation-what-research-says
Gentry, M.M., Chinn, K. & Moulton, R. (2005). Effectiveness of multimedia reading materials when used with children who are deaf. American Annals of the Deaf, 149 (5). Retrieved from http://library.ncrtm.org/pdf/J305.1495.01C.pdf
Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M., Scaffidi, N. & Tonks, S. (2004). Increasing reading comprehension and engagement through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96, 3, 403 423.
Guthrie, J., Wigfield, A., Humenick, N., Perencevich, K., Taboada, A. & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99 (4). Retrieved from www.cori.umd.edu/research.../2006 guthrie-wigfield-hum.pdf
Iurascu, M. (2009). The relationship between deaf and hard-of-hearing students’ Japanese Sign Language and Japanese language proficiency. Retrieved from http://ir.lib.hiroshima u.ac.jp/metadb/up/kiyo/AA11618554/BullGradSchEduc HiroshimaUnivPart1_58_159.pdf
Ju, J.M. (2009). The effects of multimedia stories of deaf or hard-of-hearing celebrities on the reading comprehension and English words learning of Taiwanese students with hearing impairment. Asian Journal of Management and Humanity Sciences, 4(2-3), 91-105. Retrieved from http://www.asia.edu.tw/ajmhs/vol_4_2and3/2.pdf
Marschark, M., Sarchet, T., Convertino, C., Borgna, G., Morrison, C. & Remelt, S. (2011). Print exposure, reading habits, and reading achievement among deaf and hearing college students. Journal of Deaf Studies and Deaf Education, 17(1). Retrieved from http://jdsde.oxfordjournals.org/
Martinez, L., Cabalfin, E., Guevara, R. & Naval, P. (2012). Filipino sign language recognition using manifold projection learning. 1-5. 10.1109/TENCON.2012.6412231.
Maxwell, M. & Doyle, J. (1996). Language codes and sense-making among deaf schoolchildren. Journal of Deaf Studies and Deaf Education, 1(2). Retrieved from http://jdsde.oxfordjournals.org/ Moreno, R. & Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19, 309-326. http://dx.doi.org/10.1007/s10648-007 9047-2
McIntyre, P.D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning 47, 265-287.
Parault, S. & Williams, H. (2010). Reading motivation, reading amount and text comprehension in deaf and hearing adults. Journal of Deaf Studies and Deaf Education, 15 (2). Retrieved from http://jdsde.oxfordjournals.org/
Reyes, C. & Tabuga, A. (2009). Looking at conditions of persons with disability in Metro Manila. Philippine Institute for Development Studies. Retrieved from http:// dirp4.pids.gov.ph/ris/pn/pidspn0909.pdf
Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Retrieved from http://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf
Schirmer, B. (2003). Using verbal protocols to identify the reading strategies of students who are deaf. Journal of Deaf Studies and Deaf Education, 8(2). Retrieved from http://jdsde.oxfordjournals.org/
Wright, R. A. (1996). Brehm’s theory of motivation as a model of effort and cardiovascular response. In P.M. Gollwitzer & J.A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 424-453). The Guilford Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
This work is licensed under a Creative Commons Attribution 4.0 International License.
