Reading Motivation Research Articles

Exploring Secondary Students' Reading Motivation

Reading is a life-long process, and having the knowledge and skill of reading is an added advantage. Despite its importance, relatively little has been done to examine student reading motivation particularly with Bhutanese secondary students. This study aimed to identify the student factors related to reading motivation. A sample of 155 students using a simple random sampling method was recruited for this study in one Western district of Bhutan. The study was quantitative in design and have utilized a cross-sectional self-reported survey questionnaire for data collection and analyses. The researchers developed the instruments based on relevant literature and were validated by experts from Bhutan and Thailand before the pilot testing. The result of the pilot test yielded internal reliability > 0.7. The findings of the main study showed that students' opinions towards factors related to reading motivation were high with (Mean=3.90). Likewise, the results of the t-test revealed that gender did not differ in the reading motivation, and further, one-way ANOVA tests also did not show a presence of statistically significant differences student’s age, parents work type, parent's level of education and finally, the parent's level of income.

Working with a young people's advisory panel to conduct educational research: Young people's perspectives and researcher reflections

Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspectives and experiences of young people were central to the project. The panel consisted of 6 young people (13–15-years-old) from 3 geographically dispersed schools in Scotland. The panel worked with researchers at the Universities of Edinburgh and Dundee and a national literacy organisation across one academic year to plan and design the project, carry out data collection, and support interpretation the findings. In this article, young peoples’ perspectives on their role and adult perspectives on the methodological approach of working with a young people's advisory panel on a reading research project are explored. Discussion of the benefits (e.g., challenging systems of power and privilege, producing outcomes which are more relevant to pupils), limitations (e.g., truly disrupting hierarchies of power), and considerations (e.g., planning participatory projects, including diverse and representative voices, and ‘bounded empowerment’) for researchers interested in convening youth advisory panels for educational research are provided to contribute towards the growing interest in PAR approaches in educational research.

Supplemental Material for Examining the Effects of a Game-Based Learning Environment on Fifth Graders’ Reading Comprehension and Reading Motivation

Supplemental Material for Examining the Effects of a Game-Based Learning Environment on Fifth Graders’ Reading Comprehension and Reading Motivation

Reading Motivation and Reading Comprehension of Senior High School Learners: A Descriptive-Correlational Approach

Reading Motivation and Reading Comprehension of Senior High School Learners: A Descriptive-Correlational Approach

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

A Quantitative Study between Reading Habits and Reading Comprehension of Grade 11 Students

The study dealt with the reading habits and reading comprehension among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to assess the level of reading habits and reading comprehension in terms of their respective indicators, the significant relationship between reading habits and reading comprehension, and domains in reading habits significantly influenced reading comprehension. Moreover, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean, Pearson R, and Multiple Regression Analysis were the statistical tools used in this study. The results showed a high level of reading habits in terms of reading motivation as high, reading frequency and time allocation as high, and materials as high among Grade 11 students. Similarly, the outcome also resulted in a high level of reading comprehension with its indicators which were the working memory as high, vocabulary as high, prior knowledge as high. Moreover, the result also highlighted a high level of influence of reading habits to the reading comprehension among Grade 11 students in terms of reading motivation, reading frequency and time allocation, and materials. In addition, there was a moderate correlation and a significant relationship between reading habits and reading comprehension. Three domains of reading habits are shown as perceived by students. However, two domains only influence Reading Comprehension and materials were the only one domain that did not exert a significant influence on reading comprehension.

Reading Motivation to Promote Students’ Reading Comprehension: A Review Study

Reading Motivation to Promote Students’ Reading Comprehension: A Review Study

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

Reading Motivation in Rural Areas Based on School Type and Gender

Recently, no research was found to differentiate reading motivation, but focused on reading interest so the aim of this research was to look at differences in students' reading motivation based on school type and gender, because these two things are issues that are rarely analyzed. There are two hypotheses proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Samples were taken by strata and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on their gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves that there are differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.

Motivasi Membaca Siswa di Daerah Rural Berdasarkan Jenis Sekolah dan Gender

Recently, no research was found to differentiate reading motivation but focused on reading interest, so this research aimed to look at differences in students' reading motivation based on school type and gender because these two issues are rarely analyzed. Two hypotheses are proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Strata took samples and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.

Improving Children’s Reading Motivation and Skills Through Read Aloud: A Mixed-Method Study in Orphanage Context

Generally speaking, children's reading motivation and skills are low, notably those in orphanages requiring solution, one of which is through reading activities applying read-aloud method. Most studies on the read-aloud method were qualitative. This study attempted to address the gap by employing a mixed-methods design with 10 foster children from an orphanage chosen using purposive sampling technique. Observations, tests, and interviews were used to collect the data. Quantitative data from observations and tests were statistically analyzed and reported in frequency and percentage to determine the difference in the number of children who improved following the program. Additionally, interviews were conducted to obtain qualitative data on children's and orphanages' perspectives of the program and its impacts, and the results were assessed using qualitative data analysis including data reduction, data display, and conclusion drawing. Both quantitative and qualitative data were gathered and analyzed concurrently. They were then merged and interpreted through a side-by-side comparison approach. Finally, convergence or divergence between the two sources of data was determined. The findings show that quantitative and qualitative data confirm each other, demonstrating that the read-aloud method improved children's reading motivation by significantly increasing the length of time for reading and the number of books read, as well as a slight increase in children's reading comprehension and confidence. In addition, the children's reading fluency improved substantially, while their reading accuracy and clarity improved slightly. Future research should focus on areas that need the most improvement and entail a larger sample size. Additionally, reading assistance for foster children is always recommended.

Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading

Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area.
 Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation.
 Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity.
 Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose.
 Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.

Субъектная позиция учителя в формировании читательской компетентности учащихся

The research focuses on the development of reading competency in students from the standpoint of teacher agency. The importance of this article is justified by the function of reading as a key learning and academic achievement skill, as well as the fact that Russian pupils conti­nue to do poorly in text reading and comprehension. The authors present a reading competency
 framework for general education that consists of five components: 1) reading ability; 2) high reading motivation; 3) ability to work with a book, basic reading skills (information search and analysis; text comprehension and interpretation; assessment of content and form); 4) extensive reading experience and desire to read extracurricular books; 5) willingness and ability to discuss what has been read orally and/or in writing. The researchers identify the teacher’s role in the development of each of the five components in general school children. It is demonstrated that a teacher with advanced agency skills shows a consistent interest in the development of students’ reading competency (motivational component); has relevant knowledge about the content of this competency and the methods of its development, teaches students book-working techniques (cognitive component); and enriches the classroom and school life with exciting reading activities (behavioural component).

PENGUATAN BUDAYA LITERASI UNTUK PENINGKATAN MUTU BELAJAR SISWA SMPN KOTA BANDUNG

The problem that arises in this study is the low reading motivation for students in junior high school and the availability of non-learning books in schools is inadequate. The purpose of writing specifically is to examine the objectives and development programs of literacy culture, to know the implementation of the literacy culture program in learning in science and social studies subjects, to know the problems faced by teachers in implementing a culture of literacy, to know solutions and efforts to improve the literacy culture to improve student learning quality. The method used is descriptive method with a qualitative approach. The form of implementation of literacy activities is carried out in the form of reading 15 minutes, making journals, making book reviews, and redathon once a month. The implementation of strengthening literacy culture activities has been integrated into science and social studies subjects. Factors that hinder the strengthening of literacy culture in general students do not yet understand the importance of literacy, besides that tool and facilities are inadequate. The conclusion of the results of this study is that literacy activities have not been carried out optimally, this can be seen from the low percentage of student visits to the library

Strategi Belajar dalam Motivasi Membaca Siswa

In Indonesia, there are still many people who read minimally. There are several factors that cause the lack of reading in Indonesia. The purpose of this research is to analyze the influence of reading interest on learning outcomes, analyze the influence of learning motivation on learning outcomes, and analyze the influence of reading interest and learning motivation on student learning outcomes. Reading activities among school students are still not optimal, students' reading enthusiasm is still very low. Teachers' awareness of students' reading motivation is also still low. This type of research uses qualitative, this research uses research analysis techniques and case studies in journals. It cannot be denied that low interest in reading is a problem that deserves attention. To overcome this problem, we must be able to do something simple by realizing that reading is very important, and we must also implement our reading culture.

Book Reading Motivation Scale: Validity and Reliability Study

Ortaokul öğrencilerinin kitap okumalarını etkileyen, okumalarına yön veren, kitap okuma davranışını başlatan ve sürekliliğini sağlayan; bireyin sahip olduğu değerler, inançlar, hedefler gibi psikolojik süreçleri ifade eden duyuşsal faktörlerden kitap okuma motivasyonunun yapısını tespit etmek, betimlemek ve tanımak, öğrencilerde okuma kültürünün oluşturulması açısından önemlidir. Bu çalışmada ortaokul öğrencilerinin bağımsız ve gönüllü olarak kitap okuma motivasyonu yapısını belirlemek amacıyla çok boyutlu ve özgün bir ölçek geliştirmek amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Malatya ilinde 2022-2023 eğitim öğretim yılında ortaokul düzeyinde öğrenim görmekte olan 704 öğrenci (AFA:392, DFA:312) oluşturmaktadır. Araştırma sonucunda geçerliği ve güvenirliği saptanmış 4 faktör 20 maddeden oluşan KOMÖ (Kitap Okuma Motivasyonu Ölçeği) geliştirilmiştir. Geliştirilen ölçek aracılığıyla kitap okuma motivasyonu yapısının “iç motivasyon ve dış motivasyon” olmak üzere iki kategori; “değer, olumlu tutum, beğeni, rekabet” olmak üzere dört boyuttan oluştuğu saptanmıştır. Kitap okuma motivasyonunun çok boyutlu bir yapıya sahip olduğu belirlenmiştir. Öğrencinin kitap okuma motivasyonunu arttırmak için eğitimcilerin öğrencilerin sahip olduğu kitap okuma motivasyonu yapısını ve hangi boyutun öğrencide daha baskın olduğunu standart bir ölçek aracılığıyla sene başında tespit ederek tanılayıcı bilgilere sahip olması ve buna uygun faaliyetler planlaması öğrencide kitap okumaya ilgi ve istek uyandırılması ve motivasyonun sağlanmasında etkili olabilir.

The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading

Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants’ motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.

Kemampuan Menemukan Gagasan Utama Pada Paragraf Dengan Metode Scaffolded Reading Berbasis Motivasi Membaca Siswa di Kelas IX SMP Negeri 2 Balaraja

This research is motivated by: 1) the existence of various facts which show that students' reading comprehension abilities and reading motivation are relatively low; 2) the ability to find the main idea in a paragraph is very important in understanding a reading text. This research was carried out to determine the effect of the motivation-based Scaffolded Reading method on improving students' learning outcomes in finding the main idea in a paragraph. The research was carried out in class IX-C of SMPN 2 Balaraja. The method used in the research is an experimental method with a quantitative approach. After knowing the results of data analysis that the application of the scaffolded reading method is effective in improving the ability to find the main idea in a paragraph, it is best to use this technique as an alternative learning technique in learning reading comprehension to improve reading skills.

Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners’ access to reading materials and reading motivation.Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners’ motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms.Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data.Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners’ low motivation and limited access to reading platforms.Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education.Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners’ inclusion in the 4IR literacy pedagogy evolution.