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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997): Examines reading Motivation in students in third to eighth grade through a student-rated assessment measuring 11 reading Motivation constructs
Writing Attitude Survey (Kear et al., 2000): Assesses attitude towards writing by asking students to rate how happy or upset they would feel about different writing situations and scenarios
Alvermann, D. E. (2001). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44(8), 676-690.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Butz, A. R., & Usher, E. L. (2015). Salient sources of early adolescents' self-efficacy in two domains. Contemporary Educational Psychology, 42, 49-61.
Carter Andrews, D. J. (2012). Black achievers' experiences with racial spotlighting and ignoring in a predominantly White high school. Teachers College Record, 114(10), 1-46.
Cubillo, A., Halari, R., Smith, A., Taylor, E., & Rubia, K. (2012). A review of fronto-striatal and fronto-cortical brain abnormalities in children and adults with Attention Deficit Hyperactivity Disorder (ADHD) and new evidence for dysfunction in adults with ADHD during motivation and attention. Cortex, 48(2), 194-215.
Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91-113.
Gordon, K. A. (1995). Self-concept and motivational patterns of resilient African American high school students. Journal of Black Psychology, 21(3), 239-255.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2008). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
Graham, S., Gillespie, A., & McKeown, D. (2012). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1-15.
Graham, S., & Harris, K. R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research & Practice, 24(2), 58-68.
Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59-85.
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
Iyengar, S., & Ball, D. (2007). To read or not to read: A question of national consequence. Washington, DC: National Endowment for the Arts.
Jones, S. (2020). Measuring reading motivation: A cautionary tale. The Reading Teacher, 74(1), 79-89.
Kear, D. J., Coffman, G. A., McKenna, M. C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54(1), 10-23.
Kelley, M. J., & Decker, E. O. (2009). The current state of motivation to read among middle school students. Reading Psychology, 30(5), 466-485.
Kolić-Vehovec, S., Zubković, B. R., & Pahljina-Reinić, R. (2014). Development of metacognitive knowledge of reading strategies and attitudes toward reading in early adolescence: The effect on reading comprehension. Psychological Topics, 23(1), 77-98.
Lewis, C., & Del Valle, A. (2009). Literacy and identity. Handbook of adolescent literacy research, 307-322.
Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the "self" between internal and external perceptions of identity. Child Development, 85(6), 2355-2373.
McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low‐income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
Merga, M. K. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197-214.
Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415-437.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.
Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A. M., & Aro, T. (2018). Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 61, 196-204.
Piña-Watson, B., Lopez, B., Ojeda, L., & Rodriguez, K. M. (2015). Cultural and cognitive predictors of academic motivation among Mexican American adolescents: Caution against discounting the impact of cultural processes. Journal of Multicultural Counseling and Development, 43(2), 109-121.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
Smith, Z. R., Langberg, J. M., Cusick, C. N., Green, C. D., & Becker, S. P. (2020). Academic motivation deficits in adolescents with ADHD and associations with academic functioning. Journal of Abnormal Child Psychology, 48(2), 237-249
Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141-151.
Taboada, A., Townsend, D., & Boynton, M. J. (2013). Mediating effects of reading engagement on the reading comprehension of early adolescent English language learners. Reading & Writing Quarterly, 29(4), 309-332.
The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.
Umaña-Taylor, A. J., Tynes, B. M., Toomey, Russell, B., Williams, D. R., & Mitchell, K. J. (2015). Latino adolescents' perceived discrimination in online and offline settings: An examination of cultural risk and protective factors. Developmental Psychology, 51(1), 87-100.
Weiser, B. (2014). Academic diversity: Ways to motivate and engage students with learning disabilities. Council for Learning Disabilities, 1-16.
Wigfield, A. & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents' motivation for reading: Group differences and relation to standardized achievement. Reading and Writing, 27(3), 503-533.
Yates, N., & Patall, E. A. (2021). Exploring the relationship between Black high school students' external regulation and intrinsic motivation. Motivation and Emotion, 45(2), 146-158.
Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student perceptions of writing feedback: A mixed methods study. Reading and Writing, 29(2), 349-370.
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