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"Reading Motivation"
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The book whisperer : awakening the inner reader in every child
From the Publisher: Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. The book includes a dynamite list of recommended \"kid lit\" that helps parents and teachers find the books that students really like to read.
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Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school
Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising
N
= 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.
Journal Article
Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits
\"Explores whether or not we are truly instilling lifelong reading habits in our students and provides practical strategies for teaching 'wild' reading. Based on survey responses from over 900 adult readers and classroom feedback, [the book] offers ... advice and strategies on how to develop, encourage, and assess key lifelong reading habits, including dedicating time for reading, planning for future reading, and defining oneself as a reader\"-- Provided by publisher.
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Gender differences in reading achievement and enjoyment of reading
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.
Journal Article
Supporting reading in grades 6-12 : a guide
\"This book presents a curricular framework for students grades 6-12 that school librarians and teachers can use collaboratively to enhance reading skill development, promote literature appreciation, and motivate young people to incorporate reading into their lives beyond simply being required schoolwork\"-- Provided by publisher.
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Motivation to explicitly teach reading comprehension strategies after a workshop
BackgroundTeachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners’ comprehension is improved.ObjectiveThe aim of the study was to investigate what motivates teachers to explicitly teach reading comprehension strategies in their classrooms after a workshop.MethodPurposive sampling was used and 20 teachers took part in this study. The research followed a qualitative approach, and the data were obtained from teachers’ responses to an open-ended questionnaire. Thematic analysis using concepts from Shulman’s ‘Pedagogical Content Knowledge’, Vygotsky’s ‘Social Constructivism’, Bundura’s ‘Self-efficacy’ and Chalmers and Gardiner’s ‘Academic Professional Development Effectiveness Framework’ was conducted.ResultsOne key finding was that teachers developed competence through effective pedagogical practices used by facilitators of the workshop; this boosted their confidence.ConclusionThe findings suggest that professional development training plays an important role in making teachers aware of reading comprehension strategies, equipping them with skills that will enable them to guide learners to become proficient readers.ContributionThe uniqueness of this study is that it hinged on collecting empirical evidence, within a South African context, on what motivates teachers to explicitly teach reading comprehension in their professional practice after being exposed to a repertoire of reading comprehension strategies during a workshop.
Journal Article
The role of teacher behavior in adolescents’ intrinsic reading motivation
Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. Further, students’ perception of teachers’ autonomy support was particularly related to girls’ intrinsic reading motivation.
Journal Article
Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study
Early literacy skills are part of a larger set of skills, knowledge, and affective responses gained throughout childhood; however, emergent reading motivation has been neglected in research and practice. Theoretical models for reading motivation are available in the literature, but they were developed based on school-aged children and print-based reading experiences. The goal of the current study was to expand understanding of young preconventional readers’ motivations to read and identify the dimensions of emergent reading motivation in the digital age. This study employed qualitative research with a grounded theory methodology. Participants included 353 preschoolers from two large suburban and two sub-province areas in Turkey. A Constant comparison method was used to analyze the interview data. Ten motivational categories were detected (avoidance, challenge, competition, curiosity, enjoyment, employment-financial, learning, recognition, scholastic, and social), which were similar to the findings of previous studies conducted with school-aged children but included two additional categories (entertainment-play, and communication) specific to preconventional readers’ motivations to learn to read. An Emergent Reading Motivation Framework is proposed to organize and explain the dual associations between these categories. Young children’s self-evaluation of their current reading ability and their eagerness to learn reading were not differentiated regarding gender. However, reading motivation is a complex issue, and the framework is a preliminary one to elucidate preconventional readers’ multifaceted motivations to learn reading and provides comprehensive information of the constructs of motivation and the duality of relations between the constructs. Further studies will be needed to verify the tentative motivational framework.
Journal Article
EXTENSIVE READING AND CHANGES TO READINGMOTIVATIONINEFL AMONG SLOVENE PRIMARY SCHOOL PUPILS
The article provides insight into the dynamics of the EFL reading motivation of a group of Slovene primary school pupils voluntarily participating in a 9-month pilot extensive reading programme in EFL and the factors causing motivational changes. Analysis of the semi-structured interviews and book reports confirms that reading motivation in EFL is a complex and dynamic process fuelled by numerous influences, most noticeably reading materials, the influence of family members, positive attitudes towards English, and external demands, which needs to be considered when designing reading programmes and researching reading motivation.
Journal Article
A Study Into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size
The present study aimed to investigate the cross-linguistic effect of L1 vocabulary, reading motivation and habits on L2 vocabulary, reading motivation and habits. In this respect, proposing a model, the study aims to contribute to foreign language education and research. The data was collected through vocabulary size tests, reading motivational scales, and reading habits questionnaires from 490 participants from four different state universities. The proposed model was analyzed with the PLSSEM technique as the complex theoretical model suggested. The results revealed that L1 vocabulary size and reading efficacy were the two predictors of L2 vocabulary size; however, L1 vocabulary size was the best predictor. Whereas L1 reading habits explained L1 vocabulary size, L2 reading habits did not predict L2 vocabulary size. Although participants' most highly endorsed reading motivational dispositions in L1 and L2 differed, only intrinsic reading motivation explained reading habits in L1 and L2. Moreover, L1 reading motivation and habits statistically significantly predicted L2 reading motivation and habits. In this respect, the study suggests that L1 vocabulary size and reading habits are essential in developing L2 vocabulary size and reading habits.
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