Computer‐supported knowledge building to enhance reading motivation and comprehension

Abstract

AbstractReading motivation can greatly impact reading comprehension, but it tends to diminish in and beyond elementary school. This study employs knowledge building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty‐four third graders who spent one class period (ie, 40 minutes) for 18 weeks in Knowledge Forum to study 10 lessons in a reading textbook. Data mainly came from: a reading motivation questionnaire, online interaction logs, online discourse and PILRS reading comprehension assessments. It was found that knowledge building enhanced children's reading motivation (particularly in terms of reading competence) and reading comprehension (especially at the higher levels). Most students demonstrated spontaneous engagement in advanced online activities demanding high‐level agency. A correlation was also identified between children's motivation to read and more advanced online discourse behaviours requiring higher agency, leading to a deeper understanding of reading. Implications for fostering a motivated reading community that values collective knowledge advancement are discussed.Practitioner notesWhat is already known about this topic Innovating classroom‐based instruction for enhancing learners' reading motivation and comprehension has been an important challenge in reading education. Reading motivation is positively associated with reading comprehension but tends to diminish in and beyond elementary school. Technology‐supported reading and learning are further enhanced by interactive online discussions among learners. Engaging learners in collective knowledge building activities can facilitate their reading comprehension. What this paper adds Learner engagement in knowledge building activities, particularly advanced online activities, is associated with higher reading motivation (especially intrinsic reading competence). The process analysis shows that learners' online discourses focus more on higher‐level reading comprehension with extended use of knowledge building pedagogy. Learners exhibit better reading comprehension across all levels of reading comprehension with the implementation of knowledge building pedagogy. Implications for practice and/or policy Knowledge building pedagogy, featuring assuming agency, working with ideas, and fostering community practices, can be a viable approach to reading motivation and comprehension. The design of digital platforms should aim not just to foster knowledge‐acquiring and ‐sharing from reading but also to extend reading into knowledge building activities that highlight idea improvement.