We examined the relationships of two aspects of reading motivation with reading fluency performance in 79 third- to sixth-grade Hebrew-speaking students with reading disabilities. Reading fluency tests were administered, in addition to a reading motivation questionnaire (MRP-R), all of which examined students' self-concept as readers, as well as the value they attach to reading. Correlations were found between students’ self-concept and their reading performance. Additionally, no differences were found between grade levels in reading motivation. Furthermore, word rate, accuracy, and reading self-concept predicted text rate beyond grade level. Finally, significant differences were found in reading measures in favor of readers with a high self-concept, suggesting that students with reading disabilities should not be perceived as a homogenous group.

中文翻译：

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阅读障碍学生的希伯来语阅读流畅度及阅读动机

我们研究了 79 名有阅读障碍的三年级至六年级希伯来语学生的阅读动机与阅读流畅度表现的两个方面的关系。除了阅读动机问卷 (MRP-R) 外，还进行了阅读流畅性测试，所有这些测试都检查了学生作为读者的自我概念以及他们对阅读的重视。发现学生的自我概念与他们的阅读表现之间存在相关性。此外，在阅读动机方面，年级之间没有发现差异。此外，字率、准确率和阅读自我概念预测文本率超出年级水平。最后，在阅读测量方面发现了显着差异，有利于具有高度自我概念的读者，