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Chapman, J. W., & Tunmer, W. E. (1995). Development of Young Children’s Reading Self-Concepts: An Examination of Emerging Subcomponents and Their Relationship with Reading Achievement. Journal of Educational Psychology, 87, 154-167.
http://dx.doi.org/10.1037/0022-0663.87.1.154

has been cited by the following article:

• TITLE: Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

  AUTHORS: Baha Makhoul, Elite Olshtain, Raphiq Ibrahim

  KEYWORDS: Motivation, Comprehension Skills, At-Linguistic Risk, Interactive Model, Computer Assisted, Intervention Program

  JOURNAL NAME: Psychology, Vol.6 No.4, March 11, 2015

  ABSTRACT: The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children’s progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.