Reading Engagement Research Articles

The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

The Effects of Online Flipped Reading Instruction Utilizing Scaffolding and Digital Badges on EFL Deep Comprehension and Reading Engagement

Challenges and creativities in encouraging students to read in English language lessons: In-depth interview with junior high school teachers

This research investigates the challenges faced by English teachers in motivating junior high students to read within the context of implementing an emancipatory curriculum in Indonesia. Utilizing a semi-structured in-depth interview method, the study, conducted in four government schools in Pontianak in 2023, engaged four English teachers as respondents and one as an interviewer. Respondents were chosen based on their active involvement in daily professional activities. Following a predetermined interview protocol, the interviewer conducted one-on-one sessions, exploring teachers’ experiences, opinions, and emotions regarding efforts to promote English reading in their schools. The collected data underwent coding and interpretation, revealing teachers as crucial facilitators creatively addressing challenges, particularly in student motivation. Their adaptability and innovative programs foster diverse reading engagement strategies. Schools implement enhancements such as differentiated learning and literacy programs, extending to character development and teacher professionalism. Those efforts were the teachers’ creativity to elevate English teaching and learning in those four schools, particularly to promote reading activities during the early implementation of emancipatory curriculum. The findings emphasize the necessity for ongoing professional development, collaboration to address resource challenges, and the promotion of effective communication and collaboration among educators to enhance student engagement through innovative teaching.

Rethinking reading engagement: A review of The Digital Reading Condition

Rethinking reading engagement: A review of <i>The Digital Reading Condition</i>

Adults' reading engagement and wellbeing in Aotearoa New Zealand.

Education and literacy have long been associated with a range of economic and social outcomes in industrialized societies. Recent research based on large-scale national and international surveys has examined effects of education and literacy on individuals' social and economic outcomes. This paper takes a further step in understanding the importance of literacy for individuals' economic and social outcomes by disentangling the effects of two different aspects of literacy, literacy proficiency as measured by standardized tests and reading engagement as measured by self-reports of everyday reading activities. Using recent nationally representative survey data from New Zealand, multivariate regression models estimate the effects of reading engagement on earnings, health, social trust, political efficacy and civic engagement. Reading engagement has statistical and substantial positive effects on each of these outcomes with the effects of literacy proficiency, education and other important variables held constant. Although these results do not imply a causal relationship between reading engagement and the outcomes, they have important implications for policy and practice in adult education as well as for future research about the role of reading engagement in wellbeing more generally.

Minat Baca Mahasiswa Terhadap Buku Fisik dan Buku Elektronik

As time goes by, traditional printed books have shifted to electronic formats. This research aims to determine the level of reading engagement of Hermina Manggala Husada Nursing Academy students regarding physical and electronic books. The quantitative and qualitative approach involves filling out questionnaires and interviews. The population studied were students registered at Hermina Manggala Husada Nursing Academy, especially at levels one, two, and three. Research findings show that Hermina Manggala Husada Nursing Academy students prefer to read books, either in physical or electronic format, without thinking about the medium. Based on the responses obtained from the questionnaire, it was determined that 35 people, equivalent to 50% of the sample size (70), expressed a greater inclination towards reading physical books compared to electronic books. On the other hand, a small number of respondents, including four people or 5.7% of the sample, disagreed with the statement that they prefer physical books over electronic books. Regarding the accessibility of physical and electronic books, the individual stated that obtaining both formats is very easy. Based on calculations, 38 people, including 54.3% of the 70 samples, agreed with easy access to electronic and physical books. The product of 4.3% and 70 equals three individuals with different viewpoints. Physical and electronic books continue to captivate readers because of the inherent value of the information they carry. Electronic and print media are modes of communication and information dissemination. Preserving and cultivating a love of reading is very important.

Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes

AbstractStudies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement and self-reported motivation and engagement in reading and maths over several school years. Analysing longitudinal data from N = 2402 students and their teachers, we found that teacher perceptions of student motivation and engagement in Grade 5 were significantly related to student achievement in reading 1 year later and in maths 1, 2, and 3 years later. An association with student motivation and engagement was only found for maths 1 year later.

High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading

The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.

The Relationship Of Interest In Reading To The Comprehension Reading Ability Of Grade V Students In Elementary School

This study investigates the association between reading interest and reading comprehension ability among fifth-grade students at BalongGabus Candi State Elementary School. Employing a quantitative correlational approach, data collection involved questionnaires and comprehension tests for 23 students. The computed correlation coefficient (r = 0.756) demonstrated a robust relationship between the two variables, signifying a 57.15% connection strength. This significant finding suggests that reading interest greatly influences reading comprehension prowess in this cohort. Highlights: Strong Correlation: A robust correlation coefficient (r = 0.756) highlights a substantial and positive relationship between reading interest and reading comprehension ability among fifth-grade students. Influential Factors: The study underscores the significance of reading interest as a determining factor in enhancing reading comprehension skills among young learners. Quantitative Insights: Employing a quantitative approach with a sample of 23 fifth graders, this research provides valuable insights into the interplay between reading engagement and comprehension proficiency. Keywords:Reading interest, Reading comprehension, Fifth graders, Correlation, Quantitative approach

Supporting multilingual learners’ reading competence: a multiple case study of teachers’ instruction and student learning and motivation

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, and variable changes in academic vocabulary, reading engagement, and reading motivation. We highlight specific instructional practices that may have led to these changes, including engaging students in discussions during explicit vocabulary instruction, allowing students choice and the opportunity to collaborate, and making the content relevant by relating it to students’ lives, among others.

Rethinking Reading at Home: Connecting families with multilingual digital texts

Reporting a Brisbane Catholic Education (BCE) project spanning 2018-2020, this paper looks at what happened when early primary, multilingual students were given e-readers with bilingual texts to take home to read together with their families. The shift in pedagogy to view our learners as multilingual, from learning English to developing multicompetence, influenced our decision to make digital texts in community languages more readily available to our students. Although our increasingly digital world has led to improved access to information, texts in different languages and the opportunity for students to access learning in different ways, we realised that students at school, particularly those from a refugee background, have limited access to these resources.&#x0D; Along with improved access for students, we also wanted parents to have access to reading materials in their home languages, so that they could read together with their young children. Our goal was not only to facilitate reading in both home languages and English but to create greater student engagement in reading, while strengthening home and English literacy. In the course of compiling the digital library, we realised that we needed to find out more about what helps our multilingual students with reading and gain a greater understanding of family literacy practices in our school communities. Our learnings about the sustainability of libraries, student progress in reading, and family literacy practices in Brisbane Catholic Education school communities has important implications for how we teach multilingual learners to read today

No time to read? How precarity is shaping learning and teaching in the humanities

Humanities educators are frequently frustrated by students’ poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities.

Chinese adolescents' reading engagement profiles and their relations to self‐concept and reading literacy

BackgroundPrevious studies on reading engagement have generally used variable‐centred approaches to examine whole‐sample averages. Few have assumed a person‐centred approach, especially latent profile analysis (LPA), to examine students' reading engagement profiles. Although one study employed LPA to identify the reading engagement profiles of Chinese adolescents, how engagement dimensions combine within individuals was not clear from its results.MethodsThis study used LPA to examine the reading engagement profiles of 12,058 Chinese adolescents based on their patterns of behavioural, cognitive and emotional engagement. Additionally, how profile membership relates to self‐concept and reading literacy was examined.ResultsFour reading engagement profiles were identified: engaged (moderate to high on all three dimensions), moderately engaged (moderate on all three dimensions), disengaged (low on all three dimensions) and moderately cognitively engaged (moderate cognitive engagement/low behavioural and emotional engagement). Students with a higher reading self‐concept were more likely to exhibit a pattern of moderate to high engagement. Students with higher engagement patterns attained higher reading achievement.ConclusionsChinese adolescents showed multiple reading engagement profiles that were differently related to self‐concept and reading literacy. Teachers should be aware of subgroups of students displaying different reading engagement patterns and be able to evaluate and then address them with appropriate instructional practices.

Fostering Reading Interest in Grade 3: Indonesian Elementary School Insights

This qualitative study with a phenomenological approach investigates the efforts of a school library in increasing reading interest among grade 3 students at Banjartanggul Elementary School in Indonesia. The research aims to identify effective strategies employed by the library and analyze the factors that hinder students' reading interest. Data was collected through observation, interviews, and documentation. The findings reveal that the school library has optimally fulfilled its role in fostering reading interest, employing strategies such as incentivizing library visits, engaging parents, motivating students, scheduling visits, and expanding book collections. The results offer valuable insights for educators, librarians, and policymakers seeking to enhance reading engagement among young learners. Highlights: Efforts to foster reading interest: The study explores the initiatives taken by the school library to enhance reading interest among grade 3 students. Identification of barriers: The research identifies the factors that hinder reading interest among grade 3 students in the Indonesian elementary school context. Insights for educators and policymakers: The findings offer valuable insights for educators, librarians, and policymakers seeking to promote reading engagement among young learners. Keywords: Reading interest, Grade 3 students, Library initiatives, Barriers, Indonesian elementary school.

Development of Illustrated Storybooks as a Learning Medium to Enhance Students' Reading Interest

An important component of elementary school students' academic growth is their enthusiasm for reading, especially in the lower grades. The purpose of this study is to examine students' demands for illustrated storybooks, confirm the accuracy of the created books, gauge how useful they are for piqueing children's interest in reading, and measure the effects of utilizing these books in the classroom. This study uses a research and development methodology to gather both quantitative and qualitative data. The four steps of the research process define, design, develop, and disseminate are guided by the 4D model. The results of this study support the usefulness of employing illustrated storybooks to increase pupils' enthusiasm for reading. The storybooks are suitable to satisfy the demands of the pupils thanks to the creation and validation procedures. The storybooks' ability to encourage reading engagement among primary school pupils is shown by the favorable response from instructors and students regarding the usefulness of the books. This study makes a contribution to the field of education by offering instructors insightful information and a useful tool to raise their students' motivation for reading and general literacy ability.

The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth.

Humans engage multiple brain systems to read successfully, including using regions important for vision, language, and control. Control refers to the set of executive processes in the brain that guide moment-to-moment behavior in service of our goals. There is a growing appreciation for the role of the brain's control system in reading comprehension, in reading skill change over time, and in those who have difficulty with the reading process. One way to understand the brain's control engagement in reading may be to study control engagement across multiple tasks in order to study consistencies, or cross-task similarities, relative to reading-specific variations. In this commentary, I briefly summarize some of our recent work studying the brain's control networks across different tasks (e.g., when reading, or doing different executive function tasks). I then review our findings of when control activation does or does not relate to measures of reading ability, and reading growth over time. The utility of cross-task comparisons in neuroimaging is noted, as well as the need to better understand multiple sources of heterogeneity in our developmental samples. I end by discussing a few of the many future directions for further study of the brain with regard to the brain's control processing and academic achievement.

Effectiveness of Literature Circles in Developing English Language Reading Ability: A Systematic Review

English reading ability is essential to overall language proficiency because our learning depends heavily on written materials. As a highly evolved form of collaborative learning originating in the L1 context, literature circles can provide a perfect scaffolding for reading, discussion and sharing. Thus, this reading strategy has also been widely used in L2 learning. This systematic review examines the effectiveness of literature circles in improving English language reading ability. An analysis is conducted in reference to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology. Based on the search keywords, a total of 19 articles related to the benefits of literature circles for English reading comprehension ability are identified from Scopus, Google Scholar, Dimensions and Education Resources Information Center databases. The findings from the synthesis show a trend among literature circles to integrate more modern technology and to adopt more diversified reading materials. The identified themes related to reading ability consist of six areas: self-regulation, reading skills, positive attitude, cultural awareness, critical-thinking skills and reading engagement. It is hoped this systematic review will inspire language instructors to implement literature circles to improve training students&amp;rsquo; English reading ability.

Roundtable “Jornada de Enseñanza de Literatura en Inglés 2012”: Teaching Literature, Teaching Life

My life is divided into two different fields. One field is Children’s Literature and everything that has to do with reading motivation, reading engagement, literacy, methodology, introducing children to the pleasure of reading. My other field is related but totally different; it is a totally different type of work because it is Literature as such, especially Shakespeare and drama. Now I am working in the field of short stories which are fascinating and you can do many things with them in class. But I really love theater…

Fostering the Love of Reading: Dynamics and Sustainability of Book Clubs in Indonesian Universities

The research aimed to reveal the dynamics of the book clubs that the researchers started with and for Indonesian EFL (English as a Foreign Language) students at the university level, as well as the club's impacts on students' learning. Book clubs were essential in nurturing students' reading habits as a community. Studies found that book club activities affected one’s engagement in reading by giving readers the voice, room to participate actively, social support, and the choice to decide what they read. Indonesian university students in the EFL context faced reading engagement issues; the researchers initiated book clubs with the unified mission of growing students' love of reading and forming good reading habits. The research reported a qualitative study of a group of Indonesia Extensive Reading Association (IERA) members sharing reflections on establishing and managing book clubs or literature circles in six universities in Indonesia where the researchers taught. The data of participants' reflections were gathered and analyzed iteratively to find common themes or patterns. As a result, the research finds that the book club activities have fostered the love of reading and inferred the empowerment of collaboration, communication, creativity, and critical thinking. The research also reveals that in setting up a book club at the university level, the support of the university and the readers' community and extended networks are needed. For a book club to sustain itself, four aspects must be considered: participants' involvement, product-oriented activities, voluntarism of participants, and rewards.

Investigating Effects of Teacher’s Using Authentic Texts on Cognitive Reading Engagement of Vietnamese EFL Students

The study examines the effects of teacher’s using authentic texts on EFL students’ cognitive reading engagement related to four variables including (i) reading comprehension, (ii) oral response to reading, (iii) reaction paragraph, and (iv) students’ perceptions of learning to read. Participants included 52 Vietnamese undergraduate students of EFL pre-intermediate level. The data of the study were collected through reading tests for the first three variables and a 32- item questionnaire for the fourth variable. Results revealed that students in the experimental condition achieved significantly better understanding of reading comprehension after the intervention course. In terms of reflection after reading and creating a reaction paragraph, the holistic quality of oral response and the reaction paragraph was significantly improved for both groups from a peer rating. However, students in the experimental group showed a more dramatic increase. Moreover, the findings of the questionnaire showed that students in the intervention course achieved a more positive perception of their learning to read.

The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context

This study determines the relationship between reading mindsets and reading comprehension performance with the use of reading engagement as a mediating variable. It drew on Dweck’s (1999) mindset theory and employed a correlational research design to collect data from 567 EFL undergraduate students majoring in English in three public universities in Saudi Arabia. The data collection was conducted by distributing two questionnaires and administering a reading comprehension test. The collected data were analyzed using a two-phase structural equation modeling approach (i.e., measurement and structural models). The results indicated that there was a significant correlation between a growth reading mindset and reading engagement. Nevertheless, a significant yet negative correlation was revealed between a fixed reading mindset and reading engagement. Moreover, there was a significant and positive correlation between reading engagement and reading comprehension performance. Lastly, the findings showed that reading engagement served as a mediating variable in determining the correlation between reading mindsets and reading comprehension performance. The relevance of the current study stems from the dearth of research on reading mindsets. Also, previous studies have not focused on exploring the correlation between mindsets and performance in the EFL context. Therefore, the current study is expected to benefit EFL readers, instructors, and policymakers.