Reading Motivation Of Students Research Articles

Effectiveness of the multi-component reading intervention program in supporting fluency and motivation of Turkish primary school students with learning difficulties

ABSTRACT This study aimed to evaluate the effectiveness of the Multi-Component Reading Intervention Program (MRIP) developed to support reading fluency skills and reading motivation of third and fourth grade Turkish students with learning difficulties (LD). The changing criterion design, a single-subject research method, was used in determining the effectiveness of the MRIP. Five students aged 9–10 with LD participated in the study. For all participants, reading fluency is improved through MRIP. The results of this study manifested that the MRIP was effective in improving the reading fluency performance of students with LD and the participating students could maintain their skills 1 week, 2 weeks, and 1 month after the implementation of the MRIP. Findings suggest that experts should benefit from the MRIP to improve the reading fluency skills of Turkish students with LD.

Exploring Undergraduate Students’ Perceptions Toward Extensive Reading Course

The importance of extensive reading is undeniable. Through implementing extensive reading, students can obtain many benefits toward their English proficiency. Although much research has been conducted towards implementing ER, few study underlying the students’ perceptions as the subject of ER implementation. Thus, this research aims at exploring the students’ perceptions towards their ER course. Further, this research also aims at exploring the students’ outcomes gained from the ER course. This study used qualitative descriptive design, the participants in this study are undergraduate students who have experience on extensive reading course at private university in Makassar. The sampling technique used in this study was purposive sampling involving 7 participants. In-depth interview data collection technique was used in this study and the results obtained were analyzed using thematic analysis. The results show that the extensive reading course improved the students' reading fluency, reading comprehension, vocabulary acquisition, writing ability, and reading motivation, among other five areas. The way ER principles are applied throughout the training has an impact on those benefits. Easy reading materials, a variety of available materials, authority in material selection, frequent reading, speed reading, silent reading, meaningful reading, enjoyable reading, teacher direction, and the teacher as a role model are the concepts that are put into practice

Foreign Language Anxiety and Reading Motivation of Students

This study aims to determine whether foreign language anxiety significantly correlates with students’ reading motivation. The working group for the present study, in which a quantitative descriptive design was employed, included 162 students enrolled in one of the Colleges in Digos City. Participants answered the adapted standardized questionnaires to quantify which dimension of Foreign Language Anxiety significantly correlates to the Reading Motivation of students. The collected data were interpreted using the mean to determine the central tendency and Pearson r. Regression analysis was used to predict the value of reading motivation based on the value of foreign language anxiety. The survey findings revealed that the level of foreign language anxiety among students is moderate, and the level of reading motivation is high. The result also shows that there is a significant relationship between foreign language anxiety and the reading motivation of students, but only self-confidence, one of the indicators of foreign language anxiety, has a substantial relationship with reading motivation while using English in class. Class preparation and overcoming with efforts are the three indicators of foreign language anxiety that pose no considerable relationship with student’s reading motivation. The results validated the eight domains of reading motivation, which includes grades, self-efficacy, curiosity, participation, leisure, instrumentalism, social family, and social peer.

Online reading strategies to boost the students’ motivation

Students have a reason for reading a passage or a book. Fostering students' reading motivation is a difficult but necessary aspect. The sudden transition due to the COVID-19 outbreak in 2020 has also driven the educational field to be online learning where the teacher still should advocate the best way to develop a student’s reading motivation which is a novel English learning environment. Teacher strategies are an attempt to attract students’ attention to learning and this study focuses on reading skills. This research aimed to find out the teacher strategies applied in teaching reading to foster students' reading motivation in online learning. The researchers used descriptive qualitative methods and the instruments of this research were classroom observation and semi-structured interviews. The subject of this research was English teachers and EFL students at MAN 2 Batam. This study revealed that the teacher applied three strategies: (1) read aloud, (2) scaffolding, and (3) reading outside class activity in teaching reading to foster reading motivation. Indeed, the teacher strategies applied in teaching reading through online learning at MAN 2 Batam foster students reading motivation as the advocate way of the teacher to promote reading skills.

THE USE OF PICTURE MEDIA SERIES AS LEARNING MEDIA FOR DYSLEXIA SYMPTOMS STUDENTS

This research aims to determine the effectiveness of using serial image media as a learning medium to help dyslexia symptoms students' reading abilities. The sample of this study consisted of 2 dyslexia symptoms students in class II-1 MIN 11 Banda Aceh. This research method has used pre-experimental with a one group pre-test-post-test design. Data were collected through treatment procedures by using serial image media. Then, the techniques of analysis are using normality tests and hypothesis testing. The research results show that the use of serial image media can improve effectively the reading ability of dyslexia Symptoms students and learning activities besides reading motivation of dyslexia students have increased either. So it can be concluded from the research results that Ha is accepted and Ho is rejected, in other words there is a difference in the level of reading ability before and after the use of serial image media in dyslexic students at MIN 11 Banda Aceh.Key Word: Pictures Series

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Motivating adolescents to read

Motivating today’s adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student reading motivation and academic outcomes.

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.

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.

TEACHERS’ INVOLVEMENT AND RECOGNITION FOR INFLUENCING EFL STUDENTS’ READING MOTIVATION IN ONLINE LEARNING CONTEXT: A QUALITATIVE CASE STUDY

The sudden transition of the learning environment during the COVID-19 outbreak had driven the educational field to be online learning. The novel environment with a lack of preparation influence EFL students reading motivation. Reading is an essential skill for language learning, especially in the non-English-speaking country. Considered the importance of reading motivation for students. The aim of this study were to find out the type of reading motivation among the EFL students in online learning due to the COVID-19 outbreak. Further, the semi-structured interview, questionnaire and observation conducted in this study. The MREQ (Motivation for Reading English Questionnaire) proposed by previous research, namely Komiyama 2013, was distributed for 31 participants students at MAN 2 Batam in twelfth-grade of language major. Finally, type of reading motivation found in online learning are curiosity, involvement, recognition and compliance which mean that students are extrinsically motivated to read during the online learning. This study still needs to investigate more about how the teacher strategies can foster students’ reading acquisition based on their reading motivation type and examining factors that could foster students’ reading motivation.

Home Reading Support in Grades Four, Six, and Eight: Does Student Reading Motivation Matter?

Numerous studies have investigated the relationship between the home literacy environment and reading motivation; however, their results are inconsistent. Limitations to previous studies include relying on parents’ input concerning students’ reading motivation, looking at only a few components of reading motivation, and focusing primarily on the characteristics of the home environment before children entered school. The aim of our research was to investigate how the active components of the home literacy environment in school-age children develop with age and to explore the relationship of these components with reading motivation. Our cross-sectional study included students in grades four, six, and eight and their parents (N = 729). We used a parent questionnaire to collect information on the home literacy environment, and a student questionnaire to collect data on reading motivation. In addition, the students completed a reading test. Our results showed a steady decline in the frequency of parents’ reading support activities in higher grades and age differences in the range of factors that influenced the frequency of these activities. Performance goals predicted parental support to a small extent in grade four, and poor reading performance played a statistically significant yet minor role in grade six. In grade eight, parents shaped reading activities based on their own attitudes and habits. In general, weak correlations were found between parents’ reading support activities and students’ reading motivation in the studied grades.

“Reading A Book, By A Gain In Your Wit”--How to cultivate high school students' sustainable reading: A multi-factor analysis

Reading cultivation is an important task of education. In order to ensure the sustainable reading behavior of high school students, more and more scholars begin to pay attention to the research of reading psychology. In order to explore the psychological mechanism of high school students' reading, based on the theory of self-efficacy and achievement motivation, this study explores the chain intermediary model of 600 high school students' reading motivation influencing reading satisfaction through reading self-efficacy and social support. The results show that there are significant positive predictors among reading motivation, reading self-efficacy, social support and reading satisfaction. At the same time, reading self-efficacy and social support play an intermediary role between reading motivation and reading satisfaction of high school students respectively, and jointly play a chain intermediary role. The research results are of great theoretical and practical significance for understanding the reading psychology of senior high school students and ensuring their sustainable reading behavior.

Factors impacting reading motivation: Insights from the bioecological model of human development

There is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.

Illustrating the Effectiveness of Reading Plan with Family and Book Reading Circles on the Two Components of Reading Motivation and Literacy Rate of Students and Providing Solutions to Improve the Quality of This Plan

Illustrating the Effectiveness of Reading Plan with Family and Book Reading Circles on the Two Components of Reading Motivation and Literacy Rate of Students and Providing Solutions to Improve the Quality of This Plan

A qualitative study on factors affecting reading motivation of Korean middle school students

A qualitative study on factors affecting reading motivation of Korean middle school students

Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students

Although several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal studies on its role for intrinsic reading motivation are lacking. To fill in this gap, this study investigated whether changes in selected aspects of student-perceived teacher need-supportive behaviour in German lessons predicted changes in intrinsic reading motivation. We also investigated how student intrinsic reading motivation and perceived teacher need-supportive behaviour changed over the course of lower secondary school. To this end, we used data of 7634 German students gathered between Grades 5 and 9 as part of the German National Educational Panel Study, five measurement occasions in total. The analyses, which involved univariate latent change score and change–change models, revealed decreases in perceived teacher need-supportive behaviour and intrinsic motivation between Grades 5 and 9. Moreover, the decreases in perceived teacher need-supportive behaviour in German lessons predicted decreases in intrinsic reading motivation. The study provides first evidence of longitudinal relationships between perceived teacher behaviour and intrinsic reading motivation. It also suggests that adjusting the classroom learning environment to student needs may contribute to alleviating the decrease in intrinsic reading motivation observed in multiple studies.

THE CORRELATION AMONG READING HABITS, READING MOTIVATION, AND READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 10 PALEMBANG

The effect of comprehension is determined not only by whether or not the text makes sense but also by the information it contains. The purpose of this research was to determine whether or not there was a correlation among class XI students' reading habits, reading motivation, and reading comprehension at SMA Negeri 10 Palembang. 130 students from classes XI MIA 5, XI MIA 6, and XI MIA 7 were chosen using the purposive sampling technique. The correlational method applies to this study. Questionnaires and tests have been data collection instruments. To analyze the data, the writer used Kolmogorov-Smirnov normality testing, SEM-PLS for correlation analysis, with SmartPLS version 3.2.9. The latent variable correlation results for the significance of reading habits and reading comprehension in students show the correlation value (0,989) was higher than r-table (0,172). This means that the significant value of correlation was included in the very high category, and the results of the latent variable correlation on the significance of students' reading motivation and reading comprehension show that the correlation value (1,000) was higher than the r-table (0,172). This means that the significant value of correlation was included in the very high category. The correlation coefficient was found to be significant. It also implies there was a statistically significant correlation among their reading habits, reading motivation, and reading comprehension. The null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, as determined by the writer. In conclusion, this result is explained by the fact that there was a significant relationship among reading habits, reading motivation, and reading comprehension.

Collaboration between Guidance and Counseling Teachers and Indonesian Language Teachers to Improve Reading Motivation of Students through the CORI Program

One of the goals of guidance and counseling in elementary schools is to develop and improve students' academic abilities to achieve maximum learning abilities. Collaborative guidance to increase motivation to read is very rare in schools, especially in elementary schools where class teachers handle many subjects. Guidance services in elementary schools can be integrated into thematic learning activities. The research objective was to determine the effectiveness of collaborative guidance services between Guidance and Counseling teachers and Indonesian Language teachers to increase students' reading motivation. This research uses a quantitative approach with an experimental method with a quasi-experimental research design with the CORI (Concept-Oriented Reading Instruction) program. The results of the study showed that collaborative guidance between counseling teachers and Indonesian teachers was effective in increasing elementary school students' reading motivation. Research is suggested for elementary school guidance and counseling teachers to collaborate with subject teachers as an effort to optimize guidance and counseling services. Indonesian teachers can provide input for guidance and counseling services in the classroom. For future researchers, it can increase reading variety, reading exploration time and the application of collaborative guidance to increase reading motivation.

A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school

Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.

The Correlation between Students’ Reading Motivation and Reading Comprehension at Eighth Grade Students Level

The purposes of this research were to find out: (1) there was a correlation between students’ reading motivation and reading comprehension of students at eighth grade level in Palembang, (2) How much motivation contributed to reading comprehension of students at eighth grade level in Palembang. The population of this research was three private schools in Palembang (SMP Islam Az-Zahrah 1 Palembang, SMP IT Harapan Mulia Palembang, and SMP Tarbiyah Palembang) which consisted of two hundred ten students. And then, one hundred ten students were selected as the sample using the convenience sampling technique. The data were collected by using MRQ questionnaire by Wang and Guthrie (2004) and a reading comprehension test. Pearson Product Moment and regression analysis were used to determine the correlation and the contribution between the two variables. The result showed a correlation between reading motivation and reading comprehension with r (.257). Besides, there was also the contribution of reading motivation and reading comprehension with 6,6%. This research could have implications for English teachers, students, and subsequent researchers.