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The Development of Motivation for Reading and How It Is Influenced by CORI.
Abstract
In this chapter the authors discuss the development of children's reading motivation and how motivation contributes to reading engagement. They consider aspects of motivation that may influence children's reading engagement. They review research on how these aspects of motivation develop during the elementary school years, and connect this research to their work on fostering reading engagement in Concept-Oriented Reading Instruction (CORI). They organize the chapter in four sections. First, they define aspects of reading motivation that others and they have assessed. Second, they discuss how motivation links to reading comprehension by influencing the amount of reading that children do. Third, they discuss how children's motivation changes over the school years, and some of the reasons for these changes, including how different kinds of instructional practices influence children's reading motivation. They also present some information in this section about how CORI influences children's reading motivation. Fourth, they discuss their idea that children's intrinsic motivation to read can be enhanced by first creating interest in a topic through hands-on science activities and then connecting this interest to reading. The authors call this the situational-to-general hypothesis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... (2) Students should be able to make choices and have control over the tasks whenever possible. This can support their desire for autonomy and prevent them from experiencing frustrations (Wigfield and Tonks, 2004). Even if students need to complete all tasks for a seminar, they can be offered control over the framework conditions (van de Pol et al., 2010). ...
... However, as the seminar was asynchronous, preservice teachers had control over when they wanted to work on the tasks and what resources they used. Control was provided to support students' desire for autonomy and prevent them from getting frustrated (Wigfield and Tonks, 2004;van de Pol et al., 2010). (3) The preservice teachers solved ten hands-on low-threshold programming tasks that are also suited for primary school students and could be implemented into their classrooms. ...
Theory
Digital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on by teaching them computational thinking (CT) as a part of STEM. However, primary school teachers are often reluctant to teach CT. Expectancy-value theory suggests that motivational components play an important role in teaching and learning. Thus, one hindrance to teachers’ willingness to teach CT might be their low expectancies of success and high emotional costs, e.g., anxiety towards CT. Thus, introducing preservice teachers to CT during their university years might be a promising way to support their expectancies and values, while simultaneously alleviating their emotional costs. Prior CT competences might contribute to these outcomes.
Aims
We investigated whether a specifically designed seminar on CT affected preservice teachers’ expectancies and values towards programming.Method: A total of 311 German primary school and special education preservice teachers took part in the study. The primary school preservice teachers received a seminar on CT and programming with low-threshold programming tasks, while the special education teachers served as a baseline group. The seminar was specifically designed to enhance expectancies and values and decrease emotional costs, following implications of research on expectancy-value theory.
Results
The preservice teachers who visited the seminar gained higher expectancies and values towards CT and programming compared to the baseline group. Moreover, their emotional costs decreased. CT was positively related to change in expectancies and values and negatively related to emotional costs.
Discussion
Interventions with low-threshold programming tasks can support primary school preservice teachers in finding trust in their abilities and values towards CT. Moreover, their anxiety towards CT and programming can be alleviated. Thus, first steps in preparing preservice teachers to teach CT in their future classrooms can be taken in university.
... Contrary to this, when students have low-level reading self-efficacy, they think that this is not worth the effort because they believe that they are not capable enough to handle difficult texts (Guthrie et al., 2004). Similarly, Wigfield and Tonks (2004) underline that self-efficacy has positive effects on students' motivation and success, and therefore self-efficacy in reading is important to successfully engage in reading. ...
... Guthrie et al. (2004) state that learning RSs helps students improve their reading skills, and so this contributes positively to students' self-efficacy in reading. Likewise, Wigfield and Tonks (2004) believe that RS training is beneficial in helping learners become competent and self-efficacious readers. Lau and Chan (2003) state that learners need to devote a great deal of cognitive effort while using strategies, and they only attempt to put this effort into action if they believe that they have the capability to achieve and their attempts are helpful to their success. ...
The main objective of the present study is to determine the type and frequency of reading strategies (RSs) used by Turkish EFL students. Besides, this study aims to find out a) whether there is a gender difference in terms of RS use, b) whether there is a relationship between self-reported RS use and reading self-efficacy. A total of 211 university-level English preparatory class students took part in the study. The participants completed questionnaires on RS use and reading self-efficacy. The obtained data were analyzed using quantitative methods. The results indicated that students reported using RSs at a moderate level, and problem-solving strategies were the most frequently employed RS when compared to global and support strategies. Additionally, the study found that female students reported significantly higher use of RSs than male students. Finally, this study demonstrates that there is a positive relationship between students' RS use and reading self-efficacy.
... Affective factors are important in predicting EFL reading comprehension (Chow et al., 2021). These factors could be best noticed in the case of children negatively comparing themselves with their peers as they grow up (Wigfield & Tonks, 2004). As a result, if these learners struggle with their language skills including reading, they might consider themselves inferior to their peers resulting in low motivation and great anxiety. ...
Reading education and reading affective factors significantly affect school-age students’ academic achievement. Nevertheless, most teachers disregard scientific strategy-based reading instructions and scholars have recently regarded L2 reading affective factors, namely reading motivation and anxiety. Moreover, technology-aided EFL reading courses for primary schoolers have been neglected. Accordingly, the current study aimed to implement seven L2 reading strategies suggested by Yapp et al. (2021a), and evaluate the effect of these strategies on English reading comprehension, motivation, and anxiety at virtual environment by using online team-teaching. The EFL fifth graders and pre-service teachers of the study were selected via volunteer sampling. The students (n = 28) were randomly assigned to two groups (n = 14 for each group) and the teachers (n = 4) were randomly assigned to two groups (n = 2 for each group) as well. One group was given Traditional Instruction (TI) and taught by two instructors whereas the other group received Strategy-Based Instruction (SBI) and was taught by the other two instructors. To assess L2 reading motivation and anxiety, the questionnaires by Dhanapala (2008) and Saito et al. (1999) were administered. The within- and between-group analyses using paired-sample t-tests and ANCOVAs indicated that although both groups’ reading comprehension, motivation, and anxiety were enhanced, the SBI participants outperformed the TI participants. Moreover, the interview with the SBI group demonstrated their positive attitudes toward the SBI course. The current study would encourage EFL teachers to base reading instruction upon reading strategies when teaching young EFL learners.
... In this context, it seems possible to speak of a series of psychological factors which stimulate cognitive processes as to reading and ensures coordination among them, and so affect the reading. One of these factors is the motivation for reading, which refers to motivating students for the reading process (Wigfield & Tonks, 2004). In the most general sense, reading motivation is defined as an internal and external process that directs one to read (Wang & Guthrie, 2004). ...
Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to improve reading comprehension. The current study aims at examining the cognitive and motivational factors to explain reading comprehension. In the light of the related literature, the cognitive factors in this study were vocabulary, prior knowledge, and use of reading strategies, while the motivational factors include motivation and self-efficacy. Both informative and narrative texts were used to measure the success in reading comprehension. The participants were composed of 384 students studying in 6th grade (F: 205, M: 179). The study results reveal that cognitive and motivational factors predict reading comprehension at a statistically significant level. The most effective two factors are vocabulary and prior knowledge, both of which are cognitive factors. The order of relative importance of the variables is vocabulary, prior knowledge, motivation, self-efficacy, and reading strategies. There are some suggestions made in the light of the study results for researchers and practitioners.
... Reading motivation can be quite effective in directing individuals to read and help them comprehend what they read, and therefore more emphasis should be placed on this concept. Motivated readers spend more energy and time in reading than in other activities (Wigfield and Tonks, 2004). This power can be internal (eg interest and curiosity) or external (eg reward, family, friends, school, etc.). ...
The purpose of this study is to examine the effect of parent-involved reading activities on elementary fourth graders’ reading comprehension skills, reading motivation, and attitudes towards reading. Employing a pretest-posttest quasi-experimental design with a paired control group, data were collected from a total of 100 fourth graders studying in two different primary schools. The findings showed that there were significant differences between the experimental group and the control group, meaning that the parent-involved reading activities developed by the researchers had a positive effect on the students’ reading comprehension, reading motivation, and attitudes towards reading. This research contributed to previous body of research regarding the impact of family involvement on academic achievement and affective factors. Various suggestions were offered to policymakers, researchers and practitioners.
... In designing and delivering comprehensive instruction, teachers should take into consideration children's different abilities, backgrounds, and interests (Malloy, Marinak, Gambrell, & Mazzoni, 2013). Enabling teachers to choose authentic and attractive materials and literacy tasks, and encouraging children to work interactively with their classmates are some examples of ways to fulfill the aim of increasing reading motivation among young children (Gambrell, 2015;Wigfield & Tonks, 2004). In summary, understanding children's reading motivation (e.g., self-concept as a reader and value of reading) prepares the teacher to provide the support required for engaged literacy situations (Malloy et al.,2013)-situations that should include both audio and printed children's books. ...
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.
... A study of students shows that those who have intrinsic motivation to perform tasks also increase the level of their competencies (Wigfield, 2004). They would have intrinsic motivation if: ...
This report examines the nature of motivation and its relationship to leadership behavior. The author points out the main motivational theories related to internal and external motivation. Contemporary notions for the emergence of motivation are considered. An in-depth examination of theoretical concepts allows important conclusions to be drawn about the implication of motivational theories in practice. The author gives guidelines, based on good organizational practices, to influence the motivational behavior of employees. The current report investigates in depth the fundament of motivational theories and defines some of the main concepts related to the nature of internal and external motivation. The author draws a parallel between modern notions of organizational efficiency and employee motivation. The analysis provides valuable answers to questions related to the long-term motivation of employees and their attitudes to certain leadership behaviors. This report analyzes various psychological phenomena observed in the organization, explaining the states of frustration and cognitive dissonance.
... Activities that emphasise social comparison and encourage excessive competition amongst students (e.g. class ranking) may make students fixated on how their reading skills compare with those of others, which can erode some feelings of competence and their interest in reading (Wigfield & Tonks, 2004). Instruction in primary grades should encourage active learning, and teaching strategies should involve students' participation in discussions, role plays and dramatising (Harmin & Toth, 2006). ...
... Notably, the effects of intrinsic value and utility value have been most commonly investigated. Findings suggest that both intrinsic value and utility value have positive relations with academic performance and intentions to persist in postsecondary education (Battle & Wigfield, 2003;Bong, 2001;Eccles, Barber, & Jozefowicz, 1999;Meece, Wigfield, & Eccles, 1990;Wigfield & Tonks, 2004;Wigfield & Eccles, 1992). ...
Expectancy-value researchers have described the components of subjective task value in multiple ways, leading to multiple competing structural representations of subjective task value data. The purpose of this study was to examine these competing multidimensional factor structures by comparing correlated factor, hierarchical, and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value. Results indicate that, in an undergraduate life science learning context (n = 334), the best representation for subjective task value data was a bifactor ESEM model that allowed for the disentangling of general and specific variance of general subjective task value, specific value beliefs, and specific costs. Full measurement invariance of the retained structure across continuing generation and first-generation students was found, and no differential item functioning was found across gender. General subjective task value and specific opportunity cost significantly and positively predicted achievement and specific utility value significantly and negatively predicted achievement, providing support for the criterion-related validity of the general and specific factors for predicting achievement outcomes.
