This study investigated reading motivation among high school bi/multilingual students whose first language was Spanish. Latinx English Learners (N = 171) from four southeastern, suburban high schools completed the Adolescent Motivation to Read Profile (AMRP; Pitcher et al., 2007 Pitcher, S. M. , Albright, L. K. , DeLaney, C. J. , Walker, N. T. , Seunarinesingh, K. , Mogge, S. , … Dunston, P. J. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy , 50 (5), 378–396. doi:10.1598/JAAL.50.5.5 [Crossref], [Web of Science ®] , [Google Scholar] ), a survey that proposes to measure two dimensions of reading motivation. Using exploratory structural equation modeling (ESEM), the researchers sought to determine the factors that underlie the data and the relationship between reading motivation latent and observed variables. Results revealed that the two latent variables, namely reading self-concept (RSC) and reading attitude (RA), have a small but significant relationship with each other. Moreover, variables such as the length of time students spent in the U.S. and gender were significantly related to both RSC and RA. Specifically, the longer participants had resided in the U.S., the less they were motivated to read. When examining the role of gender in reading motivation, females demonstrated higher RSC and more positive RA compared to their male counterparts. Findings are interpreted in light of the expectancy-value theory (Atkinson, 1957 Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review , 64 (6, Pt.1), 359–372. doi:10.1037/h0043445 [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] ). Implications for reading research and teaching are presented.

This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory structural equation modeling and found five factors, namely Importance of Reading (IR), Reading for Recognition (RR), Reading for Occupational Effectiveness (RO), Reading Challenge (RC), and Reading Self-Efficacy (RSE). Further latent profile analysis yielded five profiles of teachers’ reading motivation: (a) the group labeled AVG (n = 528) had close to average scores on all five factors; (b) the latent profile labeled AA-Low RR (n = 302) had overall above-average factor scores except for RR; (c) an AA-High RR (n = 77) group with overall above-average scores and the highest mean RR scores; (d) a BA-Low RSE group (n = 79) with overall below-average factor scores and the lowest mean RSE scores; and (e) a BA-Low IR group (n = 61), the smallest group, with below-average factor scores on all indicators and the lowest mean IR scores. Ethnicity, educational attainment, years of experience, grade level, and subject area differed significantly across profiles. Findings are interpreted through the lenses of self-determination theory. Implications for teacher education and PK–12 professional learning are discussed.

The authors experimentally demonstrate coding and decoding of optical data using a passive spectral phase coding technique to modify the optical coherence of transmitted signals. Potential application to multiaccess communication networks is shown by demonstrating a high level of discrimination between codes.

Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.

A four-stage integrated module for 10 Gb/s chirped return-to-zero modulation is realized using GaAs/AlGaAs electro-optic guided-wave technology. Performance is verified by dispersion-managed test bed transmission over 3000 km.