Reading Motivation Research Articles

Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS), in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile (n = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation.

Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students’ reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental pretest–posttest treatment–control group design. A total of 87 sixth graders (aged 11–12 years) were assigned to three groups, receiving integrated instruction (INI), literature circle (LC), or traditional Chinese instruction (TRC), respectively, over 12 weeks. A reading comprehension test, reading motivation questionnaire, and strategy questionnaire were used to measure students’ abilities before and after the quasi-experiment. Paired-samples t-tests, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) were used to compare reading-related outcomes within and between groups. The results indicated that the students in the INI group significantly improved their reading comprehension, all aspects of reading motivation, and strategy use; the LC and TRC students also significantly improved some aspects of their reading motivation and strategy use, but to a lesser degree than the INI students. These findings reveal evidence-based effects of INI and LC on multiple reading outcomes in the Chinese cultural and lingual context.

The Effect of Team Games Tournament on Students' Reading Motivation and Reading Comprehension

The purposes of the research were to find out the effect of Team Game Tournament (TGT) technique on students reading motivation and reading skill. The research design was quasi experimental research with the type was pre-test-posttest non-equivalent group design. Two groups (64 students) of the eighth grade were selected as samples by using cluster sampling. The techniques of data collection were questionnaire and reading comprehension test. There was difference in students reading motivation between control and experimental group. It was indicated by the value of sig. (2 tailed) was 0.016. It meant that TGT technique had a significant effect on students reading motivation. Moreover, it was also found that there was difference in students reading skill between control and experimental group. It could be seen from the value of sig. (2 tailed) was 0.000. Hence, TGT technique affected students reading comprehension. In conclusion, TGT technique had a significant effect on students' reading motivation and reading comprehension.

The Journey towards the Love for Reading: From the Lens of English Enthusiasts

This study described the lived experiences of the English enthusiasts at the University of Cebu – Main Campus. The study used Interpretative Phenomenological Analysis (IPA) through 15 BSED English Majors interviews. The analysis of data generated six themes “Actually, I am not really fond of reading books, but I’ve learned to enjoy reading love storybooks. They are very entertaining.” (Gaining Interest and Love for Reading), “The challenges that I encountered in my journey towards acquiring the love of reading are the unfamiliar words. Whenever I encountered those words, I usually pause and find their meanings.” (Dealing with Unfamiliar Words) “I addressed the challenges in positive ways. These only urge me to love reading more.” (Context and Comprehension Challenges) “I simply love reading because I can use my imagination. When I read, I feel like I’m the main character of the story.” (Attitude towards Reading) “In reading, you will experience things you haven’t experienced yet. You choose an author and a genre first before you read. In that way your interest and love of reading will be sustained but exploring is more fun.” (Personal Book Choice) “In reading, actually you discover yourself more, especially if you read different genres of books. My journey towards reading is self-discovery.” (Realizations through Reading). The study attempts to explain the different factors involved in the love of reading. These are gaining interest and love of reading, dealing with unfamiliar words, context and comprehension challenges, attitude towards reading, personal book choice, and realizations through reading. The English enthusiasts encountered some difficulties in reading various texts, passages, and other English classics. However, their enduring interest, love, and passion for reading transcend all forms of reading complexities. In contrast, some students may lack interest and motivation in reading. They tend to be superficial readers, or they just read when they are told to do so. Reading for them is dull and boring. Thus, the English enthusiasts may share their lived reading experiences with those reluctant and passive readers, and they may become more interested and motivated to read beyond the parameters of academic requirements.

What can children learn from exposure to visual-graphical representations?

This study examined the relative effectiveness of two intervention programs based on joint-interactive storybook reading: one program focused on cultivating awareness and use of visual-graphic representation (VGR), and the second focused on verbal conversations (VC). Both programs were delivered over 12 sessions, to Hebrew-speaking kindergarteners, by their teachers. Language abilities (vocabulary, narrative skills, listening comprehension, phonological and morphological awareness) and emergent literacy knowledge (print concept and letter naming) were examined both before and after the interventions. Additionally, reading motivation was examined, to find out whether children are more motivated to take part in reading activities after participating in one of the programs. Overall, results showed significant improvement in most examined variables in both intervention groups. The VGR group earned better scores in phonemic and morphemic awareness, print concepts and letter-naming than the VC group. However, scores in vocabulary, narrative ability and listening comprehension improved to a similar degree in both intervention groups. Motivation to read increased only among children who participated in the VC intervention program, while in the VGR group it remained unchanged. Possible implications of the findings to educational settings are discussed.

The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students’ reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017–2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a second-grade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students’ levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner.

Examination of Teacher Practices on Student Motivation for Reading

AbstractTeachers who are successful at teaching both the skill and the love of reading provide a foundation for lifetime reading. All too often, building motivation for reading is neglected in reading instruction and classrooms. Nine teachers were trained in seven motivational principles and then invited to make an implementation plan using as many of the motivational principles as they desired. Initially, teachers selected only a few of the principles; however, observation showed teachers adding more of the elements as they witnessed increased enthusiasm among their students. Students demonstrated increased excitement and pleasure for reading by choosing to read more at school and home, asking for opportunities to share what they were reading, and using their free time to read. Teachers reported a renewed enjoyment in teaching reading.

Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings.

Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard.

Situational interest during individual reading and peer reading activities using PALS: its relationship to students’ reading skills and reading motivations

ABSTRACT This study examines how students’ situational interest changes across different segments of peer reading activities and identifies the relationship with personal traits like the students reading skills and motivation. The authors measured their levels of situational interest, reading skills, and reading motivation, based on their participation in individual and peer reading using PALS. The result revealed that situational interest was rather stable across different segments during peer reading activities. However, the change in situational interest differed between less competent readers and more competent readers across different reading tasks. The less proficient readers showed a significant increase in situational interest before and after peer reading. Furthermore, situational interest during peer reading activities did not correlate with reading motivations, contrary to the result of the individual reading task. The findings suggest that peer reading may be more beneficial than individual reading when teaching learners with low reading skills or motivation.

Language and Print Concepts Achievement among Children with Low and High Reading Motivation

This study investigates the relationships between reading motivation, language ability, and print-concept skills among Hebrew-speaking kindergarteners, before they are formally exposed to reading instruction. The purpose of the study was to explore reading motivation-literacy relationships and to determine whether there are differences in language and print concepts achievement between children with low versus high reading motivation. One hundred and ten kindergarteners participated in the study, and were assessed at the beginning of the school year. It was found that reading motivation had a unique contribution to children’s achievements in language and print concepts knowledge, and predicted success in those literacy domains. Highly motivated children had higher scores in language and print concepts as compared to their lower-motivated peers. The results suggest that reading motivation is an essential predictor of language and literacy skills at an early age, even before children are formally exposed to reading instruction. Implications for educators are further discussed.

DRAMATIZATION STRATEGY AND JUNIOR HIGH SCHOOL STUDENTS’ READING MOTIVATION

This study is motivated by many expert opinions which state that the students' reading motivation in Indonesia still needs to be increased. The researcher tries to answer the problem by trying out a Dramatization Strategy in reading learning with the aim of increasing reading motivation. This strategy is carried out by developing students' cognitive and metacognitive abilities. The experimental method with a factorial design is chosen to determine the effectiveness of the Dramatization Strategy, either for readers with high- or low-level reading comprehension. The data sources of this study are 101 students of Madrasah Tsanawiyah in Bandung Regency and Bandung City. The results of the study show that the Dramatization Strategy is effective in increasing reading motivation, especially for improving reading skills and for social interaction. The implication of the study is the need for the application of the dramatization strategy by adjusting the teachers’ insights and abilities in identifying students' reading motivation.

Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School

Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.

Guide inquiry science e-module development for improving junior high school students’ scientific literacy

The first-grade students of SMP Negeri 9 in Jambi City experience difficulties in understanding science concepts, especially temperature and heat. Their ability to process numbers has also not been optimally developed. There is a need for teaching materials in the form of a learning module that is easily accessible for students to learn independently and better. This study aims to produce a product in the way of guided inquiry-based electronic learning modules to contain instructional materials and learning media that are easy to use and contextual, with a clear and understandable language and delivery. The development model used is the ADDIE model. The study result has been analyzed using the descriptive qualitative method. The development process has been carried out a prototype electronic learning modules with a science literacy load on the learning material presented. The individual test results and small group trials show that the electronic learning module is easy to use and easy to understand with an attractive design. Furthermore, the electronic learning module has a positive impact on improving learning and reading motivation and the ability to process numbers. It is an electronic module that potentially enhances students’ science literacy.

Evaluación de comprensión lectora, uso de estrategias y su relación con variables académicas y sociodemográficas en estudiantes universitarios

The aim of this research was to identify the levels of reading comprehension, the use of strategies and the motivation towards reading, and to relate them to different sociodemographic and academic variables, in students of the Biology career of the National Autonomous University of Mexico (UNAM), Campus Iztacala. Fifty-four students participated and were remotely applied the Instrument for Assessing Reading Comprehension in University Students, the Inventory of Metacognitive Strategies and Reading Motivation and a self-report to measure various academic and socio-demographic variables. The results showed a low level of reading comprehension, given that only 45% of the test was answered correctly; they reported a high use of strategies, -those related to reading analysis, identification of information and motivation towards reading general texts- and only statistically significant relationships were found in reading comprehension and parent's schooling (F(2-51)= 3,303, p= .045) and also with having access to text markers [t(52)= -2,155, p= .036] and Post it® [t(52)= -2,466, p= .17]. It is concluded that these results, although they should be taken with caution, are evidence of comprehension and reading strategies in Biology students.

The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China

This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierarchical cluster analysis, and t tests. The EFA generated three scales, one for intrinsic motivation (i.e., the Efficacy and Engagement scale) and two for extrinsic motivation (i.e., the Utility Value scale and the Academic Value scale). The correlation analyses showed that only the Efficacy and Engagement scale was significantly correlated with reading proficiency. The cluster analysis identified two groups of students, who differed in the three motivation scales as their motivational profiles. Based on the motivational profiles, differences on strategy use, frequency, and proficiency in English were also observed.

Motivácia k čítaniu a čitateľské preferencie adolescentov

The aim of this study was to describe motives that lead adolescents to read, or which make them refuse to read. Furthermore, it aimed to find out potential differences in motivation and reading preferences due to age group. Totally 375 respondents participated in this study from which 130 (34,66%) were readers. Reading motivation was measured by the Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997). Motives that lead adolescents to read or which make them refuse to read were detected with open questions. Results show that there are no differences between younger and older adolescents in reading motivation. The most common reading motives in younger readers were: reaching new information from books, opinion, that reading is a funny and interesting activity and reading represents an opportunity to escape from the reality for while. In the group of older adolescents were most common motives reaching new information, the way how to relax and escape from the reality. Non-reading younger adolescents refuse to read because they are not interested in reading, they consider the book boring and they do not have the will to read. Older adolescents do not read because they consider reading as a boring activity and they do not have enough time for it. The most popular genres among younger readers are the adventurous genre, fantasy, and novels for girls. Older readers prefer the adventurous genre, fantasy, and detective novels.

The Relationship between Self-esteem and Reading Motivation: Moroccan EFL University Students as a Case Study

This study aims primarily to investigate the relationship between Self-esteem (SE) and Reading Motivation (RM) among EFL university students in Morocco. Another aim of this research is to examine the role of gender in shaping this relationship. A questionnaire on SE, RM and socio-biographical data was completed by one hundred and eighty (N = 180) participants of undergraduate and graduate levels. Bivariate statistical analyses showed low significant correlational results using standardized summed scores of SE and RM. Moderately significant results have been observed based on SE and RM factors extracted using Principal Component Analysis (PCA) after both constructs were shown to have acceptable internal consistency. Using structural equation modeling (SEM), we evaluated a direct effect measurement model to investigate the unidirectional impact of SE on RM and its concordance with the structural model. Corresponding results revealed acceptable goodness-of-fit indexes indicating the validity of the structural model and demonstrating a positive effect of SE on RM. The examination of gender-based scores showed that there was no significant difference between males and females both in SE and RM.

Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students

Reading is essential in every subject. Reading also has a relationship with the students' achievement. This study is aimed to investigate whether or not there is (1) a significant correlation between reading attitude and reading comprehension achievement, (2) a significant correlation between reading motivation and reading comprehension achievement, (3) a significant correlation between reading attitude and reading motivation, and (4) any correlation between predictor variables and the criterion variable. The study was a correlational study with Pearson-product moment correlation. The sample of this study were 95 eleventh graders of upper secondary school. Cluster random sampling technique is used in this study. Questionnaires of reading attitude, reading motivation, and reading comprehension tests are given. The questionnaire result reveals that the reading attitude was negative, and reading motivation is medium. Furthermore, the results show that reading attitude and reading comprehension has a significant correlation. Reading motivation and reading comprehension also has a significant correlation. The roles of students, parents and teachers must work suitably in order to construct the positive reading atmosphere, thus they could achieve the better achievement in reading even for all subjects.
 HIGHLIGHTS:
 
 The supports from family in motivating the children to be a good reader could build the positive attitude toward reading.
 Reading motivation can lead to the improvement in language learning performance.
 The learners who tend to read simple English texts can be said as the learners who were lacking English reading experiences.

Attitudes of Youth Toward Reading Before and After a Motivational Project

As part of an evaluation project assessing the impact of a specific reading motivation program in 30 schools (20 elementary, 10 middle), a longitudinal study of student reading attitudes was conducted using the nationally-tested Elementary Reading Attitude Survey instrument. The instrument tested both attitudes toward recreational reading and school reading. The results have implications for types o reading programs as well as book access and use of libraries.

Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία

In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.