Reading Motivation Research Articles

AN ANALYSIS OF USING WEBTOON IN IMPROVING STUDENTS’ READING MOTIVATION AT FIRST SEMESTER

The purpose of this study was to analyze the use of Webtoon to improve students' reading motivation in the first semester of the English department, Bandar Lampung University. The population used in this study was 15 Students. This research used purposive sampling technique. Data was collected using observations, questionnaires and interviews. Interviews were used to find out more about using the Webtoon that is used. The technique used in this study was purposive sampling. The results of the study show that most students were motivated to read when using a Webtoon, it was caused reading using the media, would influence students' desire to do something. This research could have implications for English language teachers, students, and further researchers.

USING THREE PHASE TECHNIQUE WITH VOCABULARY QUIZ AS A PRE ACTIVITY TO IMPROVE STUDENTS’ READING PERFORMANCE

The objective of the study is to find out how to use three phase technique with vocabulary quiz as a pre activity to improve students’ reading performance, specifically, their reading motivation and comprehension achievement. This was a classroom action research and there were two cycles in this study. The result displayed the procedures of using three phase technique with vocabulary quiz as a pre activity was effective to improve students’ reading performance. The procedures, which covers four main phases: the vocabulary quiz, the pre, whilst and post reading activities, had fulfilled the criteria of success in this study. This fact was clearly shown by the increase of students’ reading motivation as indicated by their learning orientation in reading class. They were at least externally imposed to the rules that they accepted as norms to follow so as not to feel guilty. Their attitudes and behaviors toward reading class were good enough as expected by the teacher. The students’ reading comprehension achievement was also improved to 66.73 as their average score of reading comprehension test had gained the minimal passing grade expected by the school curriculum that was 65. Furthermore, it is possible that the procedures of this reasearch can get better result for the future study if they are applied more deliberately and more effectively.

Utilizing Animal Characters of a Mobile Augmented Reality (AR) Reading Kit to Improve Preschoolers’ Reading Skills, Motivation, and Self-Learning: An Initial Study

This study developed and used a mobile Augmented Reality (AR) reading kit to help preschool students recognize alphabets and read simple words more effectively. This study was based on the quantitative approach involving an experimental methodology that used a one-group pretest-posttest design. In this study, the variables of interest to be measured were students’ reading skills, motivation, and self-learning. The learning treatment involved a series of reading sessions using the novel learning application that spanned three weeks, with each session lasting for two hours. The sample of this study comprised 60 preschool students, whose ages ranged from four to six, who were selected from three different preschools. The effectiveness of the novel-reading kit was evaluated in terms of students’ learning performance, learning motivation in reading, and self-learning. The data for the former were gathered from pre-testing and post-testing. At the same time, a survey was administered to the students to elicit their opinions and feedback on the last two factors. Furthermore, all descriptive and inferential statistical procedures have been selected to analyze the data. Specifically, a one-way analysis of variance (ANOVA) was applied to analyze the data, which demonstrated significant differences in the students’ reading skills, motivation, and self-learning before and after the learning interventions. These findings showed the students could recognize alphabets more accurately, read simple words more intelligently, become more motivated to read and be highly engaged in self-learning using the mobile AR reading kit.

Muyûl al-Talâmidh fî Tadrîs al-Qirâ’ah

Purpose- This study aims to reveal the spirit and motivation of learners in studying Qiro'ah, specifically the study is focused on the description of the forms of motivation of learners, factors that affect the motivation of learners in learning qiro'ah, as well as the steps taken by teachers in improving the spirit of learners in learning qiro'ah. Design/Methodology/Approach- Research is carried out with a qualitative approach, data collection techniques are observation, interview and documentation studies. This approach was chosen considering that the research data found and analyzed is natural without treatment. Findings: The results of the study are first, the spirit of learners in learning qiro'ah is very low, this is evidenced by the tasks given by Arabic teachers are not completed thoroughly by many students. Second, low motivation is influenced by internal and external factors, ineternal factors include weak ability to apply qawa'id al-lughah in reading Arabic scripts, knowledge that is less related to the urgency of reading ability, while external factors include less support from more able friends, improper media selection, methods used by teachers sometimes out of sync with learners. Third, teachers make efforts to increase reading motivation by providing reinforcement for learners related to the importance of reading skills, finding and using the right qiro'ah learning media, updating qiro'ah learning methods, increasing supervision of established tasks. Research Limitation/Implications-Researchers have not revealed anything related to the ability to read Arabic, therefore researchers and observers of Arabic learning can continue research on various aspects relevant to this study, such as studying the correlation of motivation to study qiro'ah with understanding of Arabic reading manuscripts.

How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why This Matters

The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.

Absorbing narratives and Motivation to Read

AbstractDigital reading has established its position, and thus research on how reading mode affects reading experience and enjoyment is needed. This study is based on a reading experiment with 89 14–15-year-olds who read or listened to an entire book in four different reading modes: paperbook, ebook, audiobook, and via a commercial subscription service. Using quantitative methods, we examine whether reading mode affects story world absorption as well as seek connections between gender, motivation, absorption and reading mode preferences. Based on the study, reading mode has no statistical impact on narrative absorption experience, measured by the Story World Absorption Scale. Instead, the experience correlates with reading motivation; an adolescent with higher motivation is more likely to feel absorbed while reading, regardless of reading mode. On average, girls experience higher reading motivation and absorption than boys. Less motivated seem to prefer audiobook whereas more motivated choose reading over listening.

Impact of Wattpad Reading on Filipino Junior High School’s Reading Habit and Social Values

The present study investigated the teenage learner’s perceptions of the impact of Wattpad reading on their lives. A total of 120 Filipino junior high school students participated in a qualitative survey of their perceptions of Wattpad reading influence on their reading habit and values. Data showed that Wattpad as a reading platform, has positively influenced the reading habit and values of the teenage users. Undeniably, a good number of the participants have gained maturity, self-reflection, motivation, creative imagination and love of reading from consistent Wattpad engagement. Still, there are negative effects for those who have developed addiction to reading such as (1) development of an irritable temperament, (2) reduced interest in socializing with loved ones and friends, (3) mismanagement of time, (4) disregard for health and (5) profanity. Despite the disadvantages, the academe could capitalize on students’ natural interest for Wattpad. This study recommends that Wattpad be used in the classroom in developing the reading habits, reflection and writing skills of students while strengthening their sense of maturity, open-mindedness and empathy; thus be a valuable addition to the teachers’ arsenal of teaching and learning tools especially in these challenging times of the COVID-19 pandemic.
 

Using Technologies to Foster the Reading Habit in L2 (English)

In a society which is becoming more and more globalized, it is essential to promote teaching processes that enable the meaningful acquisition of knowledge, emphasizing the learning of English, as the main goal of the teachers. Reading in education is the paradigm of culture and is part of the language learning process. Nevertheless, its practice has declined in recent years. Consequently, through this Project, with the aim of motivating the Reading frequency, we intend to take a deeper look into the role of technologies in order to foster the Reading habit in a foreign language, highlighting the importance of reading for the student cognitive development. For that reason, an innovation proposal for promoting reading based on the use of ICT in the educational field is presented, with a specific focus on the Booktube community, as a tool to increase interest and motivation in reading.

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.

Reading of today Russian adolescents in the context of digital reality

Reading of literature is important type of activity contributed to the formation of identity and worldview. Reading for teenagers has become an optional activity, perceived as the leisure, preference is given to watching TV, computer games, social networks and etс. These changes are principally related to the processes taking place in modern society, including the increasing representation of digital technologies in the life of adolescents. Psychological study showed that in the structure of reading motivation of today adolescents can be distinguished: benefit motive, entertainment motive, escapism motive, personal motive, compulsion motive, social motive. At the same time, more than a third of adolescents do not have any formed reading motivation, and prevail motives for reading are external motives: benefit motives, entertainment and compulsion motives. The age dynamic and gender differences can be traced. Sociological surveys show that the reading circle of adolescents consists of printed and electronic books and periodicals. The proportions change towards the preference for electronic reading. Despite the fact that the Internet has increased the intensity of teenagers reading, they read not only e-books, but also news, encyclopedias, humorous sites, publications about celebrities and music portals. Thus, digitalization increases the volume of reading, but decreases its quality.

Adolescent test-taker characteristics

This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is the defining technology for literacy and learning for Singaporean adolescents. Whilst evidence suggested that the GCE 1160 reading examination is designed with adequate knowledge of adolescence and adolescent literacy, several threats to validity were identified, including the relatively low appeal of the passages to test-takers, and their relevance, authenticity and sensitivity to new technologies and reading literacy. Drawing on a socio-cognitive validation framework, the study analyses these threats to validity and outlines practical directions whereby policy-makers and test designers might develop the reading examination.

First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19

Many assume that school shutdowns in the wake of the COVID-19 pandemic have significantly impaired students’ achievement and self-determined motivation. Of greatest concern given the sudden shift to distance learning are students with inadequate access to digital media and insufficient experience organizing learning processes independently—for example, first and second graders. This study used a quasi-experiment with 206 elementary students to investigate differences in reading comprehension and self-determined reading motivation of students who attended grades one and two during or before the pandemic. Surprisingly, the results revealed no differences in reading comprehension and reading motivation between the groups, contradicting the assumption that the pandemic-driven shift to distance learning would inevitably impair young students’ achievements and self-determined motivation.

The Effect of a Dog Assisted Reading Program on the Reading Ability and Motivation of Children with Dyslexia

Abstract Dog assisted reading programs have been shown to improve children’s reading skills and attitudes toward reading ( Kirnan et al., 2016 ; Levinson et al., 2017 ; Linder et al., 2018 ) and on-task behavior in children who struggle with reading ( Bassette & Taber-Doughty, 2013 ). The purpose of this study was to determine if the benefits of reading to a therapy dog would generalize to a sample of 38 children (8-11 years of age) with dyslexia. We found that the children exhibited significant improvements in reading fluency from baseline to post-treatment. Teacher opinions of students’ reading attitude - motivation also improved from baseline to post-treatment. They also reported greater reading motivation and mood when they read to the dog (i.e., experimental condition) compared to when they read to the experimenter (i.e., control condition). Inconsistent with the hypotheses, there was no significant increase in comprehension scores or trait reading motivation from baseline to post-treatment, nor was there a significance increase in reading fluency between when they read to the dog compared to when they read to the experimenter. Some of these aforementioned results (i.e., teacher reports and reading mood and motivation) were age / grade dependent. The results imply that dog assisted reading programs may benefit the number of words read per minute, reading motivation, and mood of children with dyslexia, but not reading comprehension.

ЛИТЕРАТУРА КАК УЧЕБНЫЙ ПРЕДМЕТ: ОТ «СУБЪЕКТ-СУБЪЕКТНОГО» К АНТРОПОЛОГИЧЕСКОМУ ПОДХОДУ

The article focuses on some recent approaches to teaching literature as a school discipline, that arise to “reconstruct” it on a new ground in response to the general awareness of crisis in this area. Special attention is paid to the concept of “subject-to-subject reading method” formulated by a widely known expert on F.M. Dostoevsky’s work, doctor of Philology Tatyana Kasatkina. In this article we conclude that this method is hardly applicable for public schools, as it proposes conflict of a first reading experience and a research-based “re-reading” with a priority of the latter. This approach lets the image of reader’s life experience fade in the process of comprehension of the text for the sake of cognizing the subjectivity of the author. However, being relevant for a professional philological research, the method depreciates the role of readers’ subjective comprehension and interpretation of the text and may even discourage reading motivation of pupils, who do not look forward to getting a philological education, but for whom the free time reading and communication, based on the texts they read, may become one of the most significant life priorities.

READING MOTIVATION APPROACH UTILIZED BY PUBLIC ELEMENTARY SCHOOL TEACHERS OF CLUSTER III ALAMINOS CITY DIVISION

This study was conducted to determine the level of utilization of the reading motivation approaches by public elementary school teachers in Cluster III of Alaminos City Division during the school year 2019 - 2020. Specifically, it delved on determining the profile of the respondents, the level of utilization of teachers on the reading motivation approaches, and the level of seriousness of the problems encountered by the teachers in utilizing the reading motivation approaches. Likewise, it determined the significance of the difference of the level of utilization of the public elementary schools on the reading motivation approaches across their profile variables. Moreover, it determined if the level of seriousness of the problems encountered in utilizing the reading motivation approaches differ significantly across the respondent-teachers’ profile variables. The study made use of the descriptive-survey method of research with the FivePoint Likert Questionnaire as the main tool used in gathering pertinent data to this study.

Effect of Visualized Reading Content on Students’ Reading Motivation

The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.

DEVELOPING A BILINGUAL BOOK “PONTIANAK CITY HIGHLIGHT” FOR AN EXTENSIVE READING PROGRAM

Reading is often perceived as a key activity for helping students learn a new language, not only in the first language but also in the foreign language. Unfortunately, some surveys report that Indonesian people have a low reading habit. Thus, this research develops a reading book which is visually interesting, easy in level, and not too long. The research followed the extensive reading framework as it was said capable of maintaining student’s motivation in reading. This research also adopted bilingualism principles and was packed with local-related topics such as tourism destinations in Pontianak City. ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was chosen as the main methodology because it was believed as the most popular and has been used extensively in R&D research. However, due to time and word count limitations, the current paper only discusses the first three steps of the ADDIE model. Results of the research confirmed earlier reports having documented the participant’s low level of reading motivation. Such a claim was derived from data related to the reading duration and the quantity of books that the students read. Besides, their English competence was also lacking, so a bilingual book might be preferred. The students also revealed that they barely found an English language book containing local culture information. This information then became a starting point for the researcher in designing the reading book. The information allowed the researcher to determine the book content, the vocabulary levels, the length, and its visual appearance.

Impact of Affective Factors on Senior High School Students with Low English Reading Ability

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students’ self-awareness which are subject to external environment, language and other factors cause high school students’ anxiety, the international social environment and examination system have a large impact on high school student’ external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students’ performance.
  

Latent Profiles of Reading Motivation in Adolescent Native-Spanish-Speaker Multilingual Learners

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.

Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator

This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development [2002], Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2–5.5 years), emerging literacy (5.5 years), reading fluency (8 and 9 years), and reading comprehension (8, 9, and 15 years) as well as shared book reading with parents (2, 4, 5, 8, and 9 years), teaching literacy at home (4.5 years), and reading motivation (8–9 years). The results supported the HLE model in that teaching literacy at home predicted stronger emerging literacy skills, whereas shared book reading predicted vocabulary development and reading motivation. Both emerging literacy and vocabulary predicted reading development. Familial risk for dyslexia was a significant moderator regarding several paths; vocabulary, reading fluency, and shared reading were stronger predictors of reading comprehension among children with familial risk for dyslexia, whereas reading motivation was a stronger predictor of reading comprehension among adolescents with no familial risk. The findings underline the importance of shared reading and suggest a long-standing impact of shared reading on reading development both directly and through oral language development and reading motivation.