Abstract

The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis Inventory for Reading Comprehension. The participants’ writing motivation and reading comprehension scores were subject to a logistic regression analysis. According to the logistic regression model, the students were less likely to be good comprehenders when they viewed themselves unsuccessful in writing. The findings suggest that reinforcement of their writing motivation will help students to construct meaning in a better way, or to become good comprehenders.

Key words: Writing motivation, reading comprehension.