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Article summary:
1. Reading proficiency is an important prerequisite for learning and deficits in reading ability have considerable consequences.
2. Factors that facilitate development of reading competence, such as cognitive factors and affective factors like motivation, are important to both teachers and researchers.
3. The current study was conducted to examine the mediating effects of both reading amount and reading strategy on the relationship between intrinsic/extrinsic reading motivation and reading achievement in a Chinese sample.
Article analysis:
The article provides a comprehensive overview of the research on the relationship between intrinsic/extrinsic reading motivation, reading amount, reading strategy, and reading achievement in a Chinese sample. The article is well-structured and clearly written, making it easy to follow the argument presented. The authors provide evidence from previous studies to support their claims, which adds credibility to their argument.
However, there are some potential biases that should be noted. For example, the article does not explore any counterarguments or present any opposing views on the topic. Additionally, there is no discussion of possible risks associated with relying solely on intrinsic/extrinsic motivation for improving students’ reading achievement. Furthermore, while the authors cite several studies to support their claims, they do not provide any evidence for their own claims or discuss any potential limitations of these studies.
In conclusion, while this article provides an informative overview of the research on intrinsic/extrinsic motivation and its effects on students’ reading achievement in a Chinese sample, it could benefit from further exploration into counterarguments and potential risks associated with relying solely on intrinsic/extrinsic motivation for improving students’ performance in this area. Additionally, providing evidence for their own claims would add further credibility to their argument.