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Assessing motivation to read: The Motivation to Read Profile-Revised
Abstract
For most classroom teachers, recognizing when students are engaged in literacy activities - and perhaps more glaringly, when they are not - is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP-R) and to engage in a discussion of how periodic, class-wide administration of the MRP-R can inform practices to support motivating classroom contexts.
... The purpose of this research is to adapt the "Motivation to Read Profile Scale" developed by Malloy et al. (2013) into Turkish. Within the framework of adaptation studies, firstly, the items of the scale were translated into Turkish by the researchers, then ten experts were consulted for the Turkish and English forms of the scale, and amendments to the translation were made in line with their opinions. ...
... The scale consists of 20 items under 2 subdimensions namely Self-Concept as a reader and Value of Reading. Another scale that is directly related is "Motivation to Read Profile-Revised" developed by Malloy et al. (2013). The MRP scale consists of 2 dimensions and 20 items: students' Self-Concept as a Reader and Value of Reading, which includes items measuring how much students enjoy reading. ...
... Reading can also be valued as an achievable goal that is important to a student's future perspective. In this sense, becoming a good reader is valued because it can lead to a career or professional interest (Malloy et al., 2013). Items 8 and 12, in particular, indicate a student's perception that becoming a good reader is valuable to their future goals. ...
The purpose of this research is to adapt the "Motivation to Read Profile Scale" developed by Malloy et al. (2013) into Turkish. Within the framework of adaptation studies, firstly, the items of the scale were translated into Turkish by the researchers, then ten experts were consulted for the Turkish and English forms of the scale, and amendments to the translation were made in line with their opinions. The scale was administered to 317 students for validity and reliability studies. Confirmatory factor analysis was performed directly on the two-factor scale, as the experimental evidence regarding the construct validity of the scale in the original culture was determined. As a result of the general confirmatory factor analysis, the two-factor structure can be characterized as having values that can be acceptable. Cronbach’s alpha internal consistency coefficient for the Turkish form of the scale was 0.86. As a result, it was seen that the Turkish form of the scale was valid and reliable for this research group.
... For the first phase, I administered the Adult Motivation to Read Scale Schutte & Malouff, 2007) to the English Language Arts (ELA) teachers at my school. After this, I surveyed all of their ELA students using the Motivation to Read Profile-Revised (MRP-R; Malloy et al., 2013) to assess how students perceive their motivation to read. Finally, using I conducted qualitative interviews to probe select teachers and students with high motivation to read and those with low motivation to read regarding matters that may to be connected to the desire to read or lack thereof. ...
... In light of the interest in and importance of reading motivation, researchers have developed numerous approaches to measuring the construct. Two of the most popular measures are the Motivation to Read Profile (Gambrell et al., 2013) and the Motivation for Reading Questionnaire ) Wogfield & Gutheries, 1995;. Gambrell and co-researchers (2013) created a Motivation to Read Profile (MRP) to measure a student's "perceived value of reading," (p. ...
... Researchers have been concerned about the declining state of reading for decades (Manarin, 2019;Zhang et. al., 2020;Malloy et. al., 2013;Cantrell et. al., 2018). After almost ten years of targeted energy devoted to literacy programs for adolescents in the United States, a significant percentage of high school students show low reading performance as well as flagging reading behaviors (Cantrell, Rintamaa, Anderman, & Anderman, 2018). Perhaps, the phenomenon of advanced tec ...
Middle school students often lack the motivation to read, and middle school reading teachers often complain of this lack of motivation. Students’ lack of motivation to read seriously affects students’ ability to achieve in their academic classes at the secondary level. This study was based on surveys and interviews from 310 middle school students and their six ELA teachers to explore the relationship between teacher and student motivation to read at the middle school level as well as surveying how do teachers and students at the middle school level describe their motivation to read. Based on the relationship between teacher and student motivation to read and the descriptions of their motivation, how does teacher motivation to read affect student motivation to read? The results of the quantitative study were statistically significant and revealed a weak relationship between teacher motivation and student motivation. The results of the interviews revealed that teachers motivate their students to read by guiding them to literature that interests them and reading aloud or helping them comprehend texts. Qualitative data suggests that teacher leaders who continue professional learning are more effective at motivating students than those who do not. These findings can help those who strive to meet the evolving educational needs of teachers and students in the 21st century classroom.
... Participants completed the Motivation to Read Profile-Revised (i.e., MRP-R; Malloy et al., 2013). The MRP-R is a 20-item scale that measures motivation to read. ...
... Prior studies have operationalized math motivation in varied ways. In line with conceptualizations of reading motivation (Urdan and Schoenfelder, 2006;Malloy et al., 2013), we define math motivation as the willingness for children to engage and persist with math, measured by children's value of math and self-concept in math. To measure motivation, we created the Motivation for Math Profile (i.e., MMP) using Malloy et al.'s (2013) MRP-R. ...
... In line with conceptualizations of reading motivation (Urdan and Schoenfelder, 2006;Malloy et al., 2013), we define math motivation as the willingness for children to engage and persist with math, measured by children's value of math and self-concept in math. To measure motivation, we created the Motivation for Math Profile (i.e., MMP) using Malloy et al.'s (2013) MRP-R. We modified item wording to reflect math instead of reading. ...
Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners ( n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76–0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.
... Participants completed the Motivation to Read Profile-Revised (i.e., MRP-R; Malloy et al., 2013). The MRP-R is a 20-item scale that measures motivation to read. ...
... Prior studies have operationalized math motivation in varied ways. In line with conceptualizations of reading motivation (Urdan and Schoenfelder, 2006;Malloy et al., 2013), we define math motivation as the willingness for children to engage and persist with math, measured by children's value of math and self-concept in math. To measure motivation, we created the Motivation for Math Profile (i.e., MMP) using Malloy et al.'s (2013) MRP-R. ...
... In line with conceptualizations of reading motivation (Urdan and Schoenfelder, 2006;Malloy et al., 2013), we define math motivation as the willingness for children to engage and persist with math, measured by children's value of math and self-concept in math. To measure motivation, we created the Motivation for Math Profile (i.e., MMP) using Malloy et al.'s (2013) MRP-R. We modified item wording to reflect math instead of reading. ...
Knowledge of the relations among learners’ socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogues for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach’s alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.
... 14), which was the ultimate aim of this study about solving aliteracy in the upper elementary grades. The qualitative components of this study included an interview with students as well as a focus group with teachers, while the quantitative component was comprised of a Likert-scale survey, for which questions were developed based both on the literature review as well as the Motivation to Read Profile-Revised (Malloy, Marinak, Gambrell, & Mazzoni, 2013). ...
... The Likertscale, close-ended survey was administered individually to 41 third-, fourth-, and fifth-grade students at Smith Academy as the schedule permitted. Much of the survey was based on the Motivation to Read Profile-Revised (Malloy et al., 2013). The researcher administered the surveys (see Appendix F). ...
... The Likert-scale, close-ended survey was administered individually to a total of 41 third-, fourth-, and fifth-grade students at Smith Academy as the schedule permitted. Much of the survey (Appendix F) is based on the Motivation to Read Profile-Revised (Malloy et al., 2013). The researcher administered the surveys and the 18 students selected were the most aliterate or reluctant readers. ...
... The instrument used to gather data for this study is the Motivation to Read Profile-Revised (MRP-R) designed by Malloy et al. (2013). The MRP-R uses Eccles (1983) expectancy-value theory of motivation to determine students" self-perception in their success towards reading to then evaluate the extent to which they are motivated to read. ...
... value = .85) (Malloy et al., 2013). The second part, the conversational interview, further explores students" perceptions of the value of reading and their self-concept of themselves as readers. ...
... Teachers should use libraries and other resources available to them to bring students outside of the classroom and cement the idea for students that reading is an enjoyable and exciting activity. Malloy et al. (2013) described the importance of using libraries in a way that is authentic and will draw upon the interests of the students and demonstrate the value of these spaces as well. In addition, public libraries can increase student motivation to read outside of the classroom setting as well. ...
... The successful process of reading acquisition predicts literacy performance in higher grade levels and other subject areas because of its impact on the ability to comprehend and gain new knowledge from text (Wolf, 2017). Besides its reliance on cognitive and linguistic factors, such as vocabulary and awareness of word structure, the process of reading acquisition has also been correlated to reading motivation (Conlon et al., 2006;Malloy et al., 2013;Marinak et al., 2015). ...
... In general, our findings aligned with previous research conducted with students from various grade levels, indicating that reading motivation (Baker & Wigfield, 1999;Conlon et al., 2006;Eccles et al., 1983;Malloy et al., 2013;Marinak et al., 2015;Schiefele et al., 2012) and school well-being (Hagenauer & Hascher, 2014;Quirk et al., 2009) are related to children's academic behaviours and literacy achievement (e.g., persistence that is eventually related to overall literacy achievement). Similar to our findings, prior research examining different internal emotional factors (e.g., self-concept; psychological distress) have established correlations between internal factors and reading achievement for students (Francis et al., 2021;Livingston et al., 2018;McArthur et al., 2020), including those with reading disabilities and/or challenges with self-esteem, anxiety and/or depression (Burden, 2008;Jordan & Dyer, 2017). ...
Prior research has indicated that high levels of motivation and subjective well‐being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading. We examined the relationships between reading motivation, school‐based well‐being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well‐being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests. Findings showed a positive correlation between reading motivation and full‐scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low–medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation. The worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school‐based well‐being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well‐being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children. What is already known about this topic? There is a correlation between reading motivation and reading achievement for students in various grade levels, and a similar positive correlation has been found between school‐related well‐being and academic achievement. The very few studies that have investigated whether there is a positive correlation between reading motivation and school well‐being have been conducted almost exclusively with adolescents. Correlational studies have demonstrated that students with lower levels of reading motivation and school‐based well‐being have lower academic achievement when compared with their peers with higher levels of motivation and school‐based well‐being. What this paper adds? In a sample of second‐grade students, the associations between the following three factors were examined: reading motivation, school‐based well‐being (covitality) and reading achievement. Reading motivation, school well‐being and reading achievement are all positively correlated. Students with high levels of reading motivation also demonstrate significantly higher levels of school‐based well‐being and reading achievement when compared with their peers with lower reading motivation level. Implications for theory, policy, or practice The explicit cultivation of reading motivation and school‐based well‐being should be a central goal during reading instruction as they are both correlates of reading achievement. The educational context in which the act of reading takes place should be considered because emotional factors interact with cognitive processes during reading instruction, and these emotional factors can be leveraged to encourage children to engage with literacy activities. Students' levels of school‐based well‐being and its emotional correlates can be explicitly addressed by schools and are critical in creating an encouraging learning environment for young elementary school students.
... In this respect, increasing students' reading motivation has been teachers' priority, and should literacy activities match students' values, needs, and goals, students are more likely to have their interests sustained (Pitcher et al., 2007). Assessing reading motivation improves effective teaching, which can be done at the beginning, in the middle, and at the end of the course to record changes, identify problems, and modify the instruction (Malloy et al., 2013). L2 reading motivation has been a recent topic requiring further investigations, most of which have been inspired by the studies in L1 reading motivation (Akbari et al., 2019). ...
... L2 reading motivation has been associated with reading comprehension, (Cartwright et al., 2016;Han, 2021;Huan & Duke, 2020;Toste et al., 2020;Wigfield et al., 2016) and the relationship between reading and motivation is believed to be bilateral (Toste et al., 2020). Students who are motivated in literacy classrooms are strategically engaged and instructed in reading strategies (Cho & Ma, 2020;Malloy et al., 2013). Drawing upon the previous studies, it is not surprising that the SBI participants who used the reading strategies had higher reading comprehension and motivation than the TI group. ...
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.
... Styck et al., 2020;Wigfield, 1996) or school districts' geographic locations (e.g. Gambrell et al., 1996;Malloy et al., 2013), they do not describe students' racial identities. The same is true for 13 (19%) of the Predictor/Outcome articles. ...
... This prioritizes the survey while framing the conversational interview is an optional component. Even in revisions to the survey (Malloy et al., 2013) the interview's function is positioned as a means of investigating survey responses rather than offering authentic opportunities for student voice. Later revisions have removed the interview component altogether (MRP-Fiction, MRP-Nonfiction, Parsons et al., 2018;Watkins and Browning, 2015), turning back to the quantitative dominance in the field. ...
Responding to calls for centering Black lives in our collective consciousness, this review uses Critical Race Theory to analyze researchers’ inclusion of race in conceptualizing and operationalizing adolescent reading motivation. Two questions guide this review: (1) How do researchers include race in theories of adolescent reading motivation? and (2) What assumptions do researchers make about race in studying adolescent reading motivation? What conclusions do they draw based on these assumptions? Through a systematic search, articles addressing adolescent reading motivation’s conceptual/theoretical foundations, measurement, and study as it relates to reading behaviors and outcomes were identified and analyzed using deductive thematic analysis. Findings emerged across three categories: (1) color‐evasiveness, demonstrating reading motivation was not conceptualized with Black readers in mind, (2) modus operandi, showing business‐as‐usual approaches to studying reading motivation, and (3) difference and deficit, illustrating how researchers have positioned Black readers in comparison to their white counterparts. Recommendations are made for how adolescent reading motivation can be reimagined to center Black readers’ histories, experiences, and brilliance. Responding to calls for centering Black lives in our collective consciousness, this review uses Critical Race Theory to analyze researchers’ inclusion of race in conceptualizing and operationalizing adolescent reading motivation. Two questions guide this review: (1) How do researchers include race in theories of adolescent reading motivation? and (2) What assumptions do researchers make about race in studying adolescent reading motivation? What conclusions do they draw based on these assumptions?
... These implications should be considered when choosing literacy materials, and when organizing learning activities that enable preschoolers to explore, engage with, and value, literacy in their home and school environments (Matta, 2011). 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). ...
... 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.
... Before and during quarantine, children responded to the Motivation to Read Profile-Revised (MRP) (Malloy et al., 2013), ...
... Students respond to items using a 1-4 Likert scale, with four representing the most positive response. Cronbach's alpha revealed a moderately high reliability for both subscales (selfconcept = 81; value = 0.87) and for the full scale 0.87 (Malloy et al., 2013). In the current sample, the Cronbach's alpha was 0.87, 0.95, and 0.97, for self-concept, value and total scale respectively. ...
Background
Research during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.
Objective
The main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families.
Method
A sample of 32 children with dyslexia and their mothers participated in this study.
Measures
Children and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine.
Results
Major findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported (a) difficulties in establishing study routines, (b) that the quarantine negatively affected their child’s learning, and (c) that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher.
Conclusion
This study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents.
... In their research, Brookshire, Scharff & Moses (2002) devoted themselves to the influence of illustrations on children's choice of books. Malloy, Marinak & Gambrell (2014) investigated the level of children's motivation to read. Regarding the selection and evaluation of a children's book, Weih (2015) emphasizes the symbiosis of a text and an illustration. ...
In the paper, the authors analyse to what extent university students – future teachers – can evaluate a book for children as a symbiosis of a text and a picture, and their ability to present these features to readers in preschool, and primary education. Comparing the international PISA results, the level of reading literacy in Slovakia is not sufficient. The authors of the paper look for possible reasons and analyse the current level of professional university students’ preparation for work with the book for children. Furthermore, they suggest the procedures, and criteria that can be applied in evaluating the books’ textual and illustrative quality, concerning their usage in the particular activities of the educational process.
... Such a multifaceted systematic picture book selection process has been proved by other researchers as beneficial as it ensures that student engagement with these carefully selected picture books can be maintained at a high level. First, a teacher's enthusiasm for a book inspires his/her students to read the book and seek out other materials on the book's topics [43,[53][54][55]. When the book topic is on cultural diversity, students are likely to be motivated to search for more information about an unfamiliar culture. ...
Cultural diversity is endorsed by many educators as a major teaching concept due to its significance for the achievement of social equity in education. Recently, the use of picture books to promote principles related to cultural diversity has become a rising trend in early childhood settings. This study examined Chinese preschool teachers’ attitudes toward using picture books to teach cultural-diversity-related topics and their reported practices. Seven preschool teachers from four institutions located in Shanghai, China were surveyed and semiinterviewed. The study identified three key findings: (1) teachers interpreted cultural diversity in a restricted way and were usually unaware of themselves teaching the concept of cultural diversity; (2) teachers adopted a multifaceted approach of selecting picture books used for teaching cultural diversity and conceived illustrations as the most important book selection criteria; and (3) teachers often supplemented picture book sharing with first-hand experiences. The study results have important implications for preschool teachers, curriculum designers, and organizations that provide training for preservice and in-service early childhood educators. The analysis results show that the proposed system has a great and positive impact on the early childhood education of students and is helpful for the teachers to teach cultural diversity-related topics to their students in an easy and effective way.
... Second, the use of technology was motivating. Students who are motivated to participate in instructional activities are typically on task, cognitively engaged, and responding affectively to the activity; their motivation drives their learning (Malloy, Marinak, Gambrell, & Mazzoni, 2013;McGeown, Osborne, Warhurst, Norgate, & Duncan, 2016). ...
... Scales for reading-related self-efficacy or self-concept (cf. Guthrie et al., 1996;Malloy, Marinak, Gambrell, & Mazzoni, 2013;Möller & Bonerad, 2007;Nolen, 2007;Schaffner & Schiefele, 2007; and scales referring to aspects of our predictor scale motivation in action (e.g., Greaney & Neuman, 1990;Nolen, 2007; are already well established in other instruments. Scales based on normative beliefs (for TPB-based studies, see ; for non-TPB-based studies, see Schiefele & Schaffner, 2013;van Schooten & de Glopper, 2002; and scales on motivation regarding thematically congruent consequences (e.g., Möller & Bonerad, 2007) are also part of other questionnaires. ...
Schreiben und Lesen sind elementare Kulturtechniken, welche Kinder während der Grundschulzeit nicht nur erwerben, sondern auch im Freizeitkontext nutzen. Sie eröffnen den Zugang zu kultureller Teilhabe und können als integraler Bestandteil kultureller Bildung betrachtet werden. Die vorliegende Arbeit geht auf Basis der vier ihr zugrundeliegenden Zeitschriftenartikel der Frage nach, welche Determinanten freizeitliches Schreiben und Lesen von Kindern im Grundschulalter erklären. Um den aktuellen empirischen Forschungsstand zu Determinanten und Kriterien freizeitlichen Schreibens und Lesens von Kindern im Grundschulalter aufzuarbeiten, wurde ein Scoping Review durchgeführt (Birnbaum & Kröner, 2022): Von 982 in Scopus aufgefundenen Originalarbeiten entsprachen n = 62 den Einschlusskriterien. Die meisten dieser Publikationen fokussierten auf das Lesen (n = 58) und nur wenige Arbeiten (n = 4) bezogen sich auch oder ausschließlich auf das Schreiben. Am häufigsten wurden Zusammenhänge von freizeitlichem Schreiben oder Lesen mit bereichsspezifischen Variablen berichtet. Die vorliegende Evidenz bezog sich überwiegend auf korrelative Befunde. Darüber hinaus zeigte sich, dass die meisten Arbeiten nur ausgewählte Determinanten einbezogen, nicht aber eine große Bandbreite. Im Rahmen des Scoping Reviews wurde als Forschungsdesiderat sichtbar, dass eine umfassende empirische Untersuchung einer großen Bandbreite an Determinanten freizeitlichen Lesens und insbesondere Schreibens noch aussteht. Hierauf beziehen sich die drei im Folgenden dargestellten, eigenen empirischen Originalarbeiten. Als theoretisches Rahmenmodell wurde das Person-Umwelt-Transaktionsmodell verwendet, in welchem das Ausmaß kultureller Aktivitäten auf darauf bezogene bereichsspezifische Überzeugungen zurückgeführt wird (untergliedert in den intrinsischen Wert sowie weitere, diesem vorauslaufende verhaltensbezogene, normative und Kontrollüberzeugungen). Die bereichsspezifischen Variablen werden wiederum durch bereichsübergreifende Variablen (wie Geschlecht und Bildungshintergrund) erklärt (Kröner, 2013). Darauf basierend wurde in den ersten beiden Beiträgen die Frage untersucht, welche bereichsspezifischen Überzeugungen Kinder gegenüber freizeitlichen Schreibaktivitäten aufweisen und welche Relevanz bereichsübergreifenden Determinanten zukommt. Letzteres wurde exemplarisch anhand des Geschlechts der Kinder und anhand des Bildungshintergrundes der Mutter untersucht. Im ersten Zeitschriftenartikel wurden im Rahmen von Vorstudien Skalen zu den freizeitlichen Schreibaktivitäten, zum intrinsischen Wert und zu weiteren Überzeugungen entwickelt (Birnbaum et al., 2019). Im zweiten Zeitschriftenartikel wurden die entwickelten Skalen bei einer größeren Stichprobe eingesetzt. Es bestand die Erwartung, dass die vorauslaufenden Überzeugungen zu den Schreibaktivitäten deren intrinsischen Wert erklären, welcher wiederum Varianz in den freizeitlichen Schreibaktivitäten der Kinder aufklären sollte. Außerdem sollten der intrinsische Wert und die weiteren Überzeugungen die Effekte von Geschlecht und Bildungshintergrund der Mutter auf das freizeitliche Schreiben vermitteln. Die Analysen erfolgten mittels Mehrgruppen-Strukturgleichungsmodellen, welche die aufgestellten Hypothesen weitgehend bestätigen konnten: Alle Überzeugungen trugen zur Erklärung freizeitlichen Schreibens bei. Es deuteten sich keine oder allenfalls geringe Effekte des Bildungshintergrunds der Mutter auf die Überzeugungen an. Jedoch zeigte sich, dass Mädchen in ihrer Freizeit mehr und häufiger schreiben als Jungen (Birnbaum, Schüller & Kröner, 2020). Die Geschlechtsunterschiede im freizeitlichen Schreiben konnten vollständig durch die Mittelwertsunterschiede im intrinsischen Wert erklärt werden. In der dritten eigenen empirischen Studie wurden – analog zu den Studien zum freizeitlichen Schreiben – sowohl Analysen zu Effekten einer großen Bandbreite bereichsspezifischer Determinanten als auch zur Relevanz von Geschlecht und Bildungshintergrund der Mutter für freizeitliches Lesen vorgenommen (Schüller et al., 2017). Bei den bereichsspezifischen Determinanten für freizeitliches Lesen zeigte sich die gleiche Faktorenstruktur wie für freizeitliches Schreiben. Durch ein Mehrgruppen-Strukturgleichungsmodell mit dem intrinsischen Wert als Mediator, das analog zu dem Modell zum freizeitlichen Schreiben gebildet wurde, konnte substanzielle Varianz im Ausmaß des freizeitlichen Lesens aufgeklärt werden. Wie in Bezug auf freizeitliches Schreiben waren auch für freizeitliches Lesen die Effekte der bereichsspezifischen Überzeugungen weitaus stärker als die der bereichsübergreifenden Variablen. Ebenso lagen keine oder allenfalls geringe Effekte des Bildungshintergrunds der Mutter vor und es konnten höhere Mittelwerte für Mädchen als für Jungen in allen Skalen nachgewiesen werden. Es gab jedoch auch einen Unterschied zwischen freizeitlichem Lesen und Schreiben: Die Geschlechtsunterschiede im freizeitlichen Lesen konnten – im Vergleich zum freizeitlichen Schreiben – nicht vollständig durch die Mittelwertsunterschiede im intrinsischen Wert erklärt werden. Insgesamt zeigten die empirischen Studien, dass es wichtig es ist, eine große Bandbreite bereichsspezifischer Überzeugungen zu berücksichtigen und dass diese Überzeugungen die Effekte von bereichsübergreifenden Variablen wie Geschlecht und Bildungshintergrund auf freizeitliches Schreiben und Lesen weitgehend vermitteln. Dies spricht sowohl für die entwickelten Überzeugungsskalen als auch für die Eignung des verwendeten Person-Umwelt-Transaktionsmodells als theoretisches Rahmenmodell der empirischen Untersuchungen. Die Wahl des theoretischen Rahmenmodells wird reflektiert. Die zentralen Befunde und die gewählte methodische Vorgehensweise werden diskutiert. Des Weiteren werden Desiderate für die weitere Forschung erschlossen. Abschließend werden zwei Ideen für die weitere Forschung erläutert, die aufbauend auf die vorliegende Arbeit freizeitliches Schreiben und Lesen von Grundschulkindern unter Berücksichtigung des digitalen Wandels und des Empowerments in den Blick nehmen.
... Reading questionnaire. Seven items were selected from the Motivation to Read Profile-Revised (Malloy, Marinak, Gambrell, & Mazzoni, 2013), to assess confidence in and enjoyment of reading, with wording adapted to be more appropriate for adults. Six additional items were selected from the Nuffield Family Literacy report to assess parent-child interaction (Swain et al., 2015). ...
Background:
Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum.
Methods:
Prior to data collection, academics and course leaders identified key skills for courses to target: phonological awareness, letter-sounds, segmenting and blending, and awareness of irregular words. Family learning teams recruited parents of Reception children (4–5 years old) for the phonics group (N = 50), targeting parents who were likely to need literacy support. Parents received 6 weeks of 1- to 2-hour phonics sessions in groups. Control participants (N = 76) were recruited online and had a Reception-age child (4–5 years old); controls received no training. All participants completed phonics-related tests at weeks 1 and 6.
Results:
The phonics group significantly improved on letter-sound knowledge (by 4.64 letters; 51 total items); the control group did not significantly improve on this measure. Both groups showed some improvement in phonological awareness and word reading (likely due to practice effects), and neither group improved on nonword reading. The reading questionnaire showed that the phonics group reported giving their children more regular support with literacy activities and placed a higher level of importance on homework, with no increase for the control group.
Conclusions:
We provide evidence that family learning phonics courses can improve crucial reading skills (letter-sound knowledge) and increase parents' confidence to support their children's reading. Some reading skills (phonological awareness, whole word reading, and decoding) may be slower to change and require longer term support. Future work should explore long-term consequences of such courses for parents' and their children's reading habits and skills.
... In addition to a total score, the ARMP scores are divided into two categories: Self-Concept (SC) as a reader, and Value (V) of reading. Therefore, to analyse the data the responses were coded from four to one with each student receiving a total score, a Self-concept as a reader score, and Value of reading score, per the AMRP method (Malloy, Marinak, Gambrell & Mazzoni, 2013). ...
There is no shortage of research available on the impact of reading for pleasure on academic success. However, there are gaps in the Australian research with regard to understanding why students read. Therefore, this research project sought to examine the question, “Why do students choose to read for pleasure?” Findings indicated that having access to teacher librarians that are passionate about books and having assistance in finding the right book played an important role in students choosing to read. There are limitations to generalising these findings, however, they do provide insightful and interesting results that may lead to further investigation.
... Read Survey of the Motivation to Read Profile -Revised (MRP-R) (Malloy et al., 2013), a questionnaire designed for grades two through six and suitable for whole classroom or small group administration. The 20-item, Likert-type response-scale instrument consists of two subscales: 10 items that assess the student's self-concept as a reader and 10 that assess appreciation of the value of reading. ...
We examined the relationships of two aspects of reading motivation with reading fluency performance in 79 third- to sixth-grade Hebrew-speaking students with reading disabilities. Reading fluency tests were administered, in addition to a reading motivation questionnaire (MRP-R), all of which examined students' self-concept as readers, as well as the value they attach to reading. Correlations were found between students’ self-concept and their reading performance. Additionally, no differences were found between grade levels in reading motivation. Furthermore, word rate, accuracy, and reading self-concept predicted text rate beyond grade level. Finally, significant differences were found in reading measures in favor of readers with a high self-concept, suggesting that students with reading disabilities should not be perceived as a homogenous group.
... For example, such assessments might provide insight into how different students draw on or build linguistic and cultural knowledge (Ascenzi-Moreno, 2018), the varied nature of students' intellectual grappling with text and with one another's ideas as they work with text (Auker man, Chambers Schuldt, Aiello, & Martin, 2017), and the various kinds of texts and text-related activities that students experience as engaging within literacy contexts they inhabit inside and outside school (M.W. Smith & Wilhelm, 2002). Assessments that examine difference in these ways would considerably enrich assessment snapshots that indicate what student capacities and dispositions might benefit from further development (e.g., Malloy, Marinak, Gambrell, & Mazzoni, 2013;McGrew et al., 2018) and could help mitigate the potential for bias in assessments typically used to assess reading. Such assessments should deeply inform both daily instruction and larger conversations about reading policy, research, and instructional quality. ...
Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self‐efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research‐based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures.
... Motivation to read was measured via an adaptation of the Motivation to Read Profile-Revised (Malloy, Marinak, Gambrell, & Mazzoni, 2013). Students answered 20 multiple-choice questions about their self-concept as a reader and how much they liked reading. ...
Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized controlled trial evaluating the effectiveness of Structured Word Inquiry for poor readers and spellers. Structured Word Inquiry teaches students the logic of the English spelling system via instruction in morphology and etymology. Students in grades 3 and 5 with poor reading and spelling skills were randomly assigned to receive either Structured Word Inquiry instruction or a comparison instruction method involving robust vocabulary instruction and reciprocal teaching. Instruction was delivered by teaching assistants over the course of a full school year. After training, there were few differences between the groups in terms of literacy or vocabulary skills. However, teaching assistants found Structured Word Inquiry instruction challenging to deliver, which is likely to have impacted the results. Our findings have implications for the nature and content of morphological instruction for poor readers and spellers, and for future attempts to scale up the delivery of morphological interventions.
... In comparison, the students who receive the lowest scores say that they "never" or "almost never" read for pleasure. 8 Støle and Scwippert (2017) further point out that, in order to become an eager reader, motivation for reading is paramount (Guthrie, Wigfield, Metsala & Cox, 1999), and that an interest in reading has in several studies proved to be a strong predicator for reading competence (Ecalle, Magnan & Gibert, 2006;Malloy, Marinak, Gambrell & Mazzoni, 2013;Wigfield & Cambria, 2010). In the Norwegian PIRLS 2016, 9 a significant correlation between the students' interest in reading and how well they perform in reading tests can be observed for both for monolingual and multilingual students, and the importance of an interest in reading does not differ significantly between these two groups (Strand et al., 2017). ...
Using gamification, the Norwegian library-initiated summer reading program Sommerles.no (lit: Summer reading.no) entices one-fifth of Norway’s primary school students to read for pleasure during their summer vacation. The current paper explores the characteristics of the 105,319 participants of the 2018 edition of Sommerles.no. This analysis demonstrates that the campaign is a success in terms of overall participation and, especially, in terms of the share of boys who participated (43%). However, the participation of children who speak Sámi and non-Western European languages at home is under-represented. Children who speak Russian or other Western-European languages than Norwegian at home have the highest registered number of pages read, whereas children from non-Western European language backgrounds read fewer pages. As reading for pleasure during the summer most probably represents the most effective strategy for the groups with weak reading capabilities, the reading campaign has the potential to increase participation by these weak groups further.
... Various constructs of reading motivation have been examined to determine their relation to indicators of reading achievement. However, many have focused on only one or two dimensions of reading motivation, such as attitude (McKenna et al., 2012;Conradi et al., 2013), self-efficacy (Henk and Melnick, 1995;Henk et al., 2012), self-concept (Chapman and Tunmer, 1995), or the combination of self-concept and value of reading (Gambrell et al., 1996;Malloy et al., 2013). It is now wellestablished that motivation is a multidimensional concept that encompasses several interrelated constructs such as values, goals for achievement, and beliefs (Baker and Wigfield, 1999;Schiefele and Schaffner, 2016). ...
This study was conducted to examine the roles of reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. A sample of 522 7th–9th graders from two public schools in Eastern China participated in the study and completed the questionnaires. The confirmatory factor analyses showed that Curiosity, Involvement, and Challenge as dimensions of intrinsic reading motivation and Recognition, Grades, and Competition as dimensions of extrinsic reading motivation represented reading motivation well in this Chinese sample population. Structural equation modeling analyses showed that intrinsic reading motivation had a positive direct effect on reading achievement, whereas extrinsic reading motivation exerted a negative direct effect on reading achievement. Both intrinsic and extrinsic reading motivation positively predicted reading strategy; however, only intrinsic reading motivation was positively correlated with reading amount. Neither reading amount nor reading strategy mediated the effects of intrinsic and extrinsic reading motivation on reading achievement. The implications of these findings for literacy research and instruction are discussed.
... Second, given that even the reluctant profile (LP3) indicated relatively higher Recreational Digital attitudes compared with other three attitude subscales, researchers may consider reconceptualizing the traditional notion of reading motivation and attitudes. Most instruments that have been frequently used to measure reading motivation (Wigfield & Guthrie, 1997;Malloy, Marinak, Gambrell, & Mazzoni, 2013) and attitudes (McKenna & Kear, 1990) do not include any subscales or items regarding a student's reading activities in digital contexts (see Davis et al., 2018). In this regard, we need to give special attention to some new instruments that were recently developed to measure attitudes toward reading digital texts such as those developed by O' Byrne andMcVerry (2009), Putman (2014), and Putman, Wang, and Ki (2015). ...
A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes across purposes and contexts. With shifts in literacy moving students' reading habits from traditional texts (e.g., books and magazines) to more digital contexts, it becomes necessary that we investigate how students' attitudes differ by context and purpose. For the present study, we identified latent profiles of readers based on four different types of reading attitudes. Data from over four thousand middle school students in the United States were analyzed. Our analyses produced four stable and interpretable profiles of readers: (1) print preferred readers, (2) willing readers, (3) reluctant readers, and (4) avid readers. These latent profiles suggest that both purposes for reading and modes of reading play a role in shaping and developing attitudinal profiles of adolescent readers in the twenty-first century. We discuss in detail how our study contributes to an evolving understanding of digital literacies in today's adolescents.
... Next to teaching students how to decode and comprehend texts, it is critical that teachers motivate their students to enjoy and engage in independent reading, both inside and outside school . Teachers who frequently read for pleasure themselves and who share how their reading experiences enrich their own lives are most likely to use instructional practices that foster their students' love of reading (Commeyras et al., 2003;Cremin et al., 2009;Gambrell, 1996;Hiebert, 2009;Malloy et al., 2013;Morrison et al., 1998;Ruddell & Unrau, 2013). As a result, engaged and enthusiastic teachers contribute to their students' school success as reading is one of the most important basic skills in education (Hattie, , 2012Krashen, 2004;. ...
... One of the reasons for the limited research may be the absence of a motivation assessment specific to ELs. Numerous motivation and affective surveys exist in the field, such as the Motivation for Reading Questionnaire (Wigfield & Guthrie, 1997), Reader Self Perception Scale-2 (Henk, Marinak, & Melnick, 2012), and Motivation to Read Profile-Revised (Malloy, Marinak, Gambrell, & Mazzoni, 2013). However, these assessments were all validated with native English speakers (Davis, Tonks, Hock, Wang, & Rodriguez, 2018). ...
This cognitive interview study aims to improve the content validity of a newly developed reading] motivation instrument for English learners. Previous research has shown there is a significant need for survey developers to conduct cognitive interviews to ensure that in real world settings survey respondents interpret the items as the framers intended.
The proposed study focuses on six main patterns of student misinterpretation that could suggest the need for further revision of survey items in order to improve their content and item validity: lexical ambiguity, unclear referential scope, inapplicability, long recall period, complex judgment, and cultural variation. Further implications and suggestions were
discussed in relation to both classroom practice and future research.
... In offline contexts, researchers often conceptualize reading motivation as a multidimensional construct representing a person's interests, values, beliefs, goals, and dispositions for reading (Malloy, Marinak, Gambrell, & Mazzoni, 2013;Schiefele, Schaffner, Möller, & Wigfield, 2012;Wigfield & Guthrie, 1997). Such motivations can be viewed as involving multiple factors and can vary by recreational versus academic context (De Naeghel et al., 2012;. ...
Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student’s motivation for online reading. This study reports on the development of a Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh grade students in two states. Results from confirmatory factor analysis revealed a three factor solution for the MORQ: curiosity/value, self-efficacy, and self-improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice.
Keywords: motivation/engagement, online reading, comprehension, digital/media literacy,
assessment
... There are a variety of theories of reading motivation, which draw from scholarship on more general achievement motivation. For example, Gambrell, Palmer, Codling, & Mazzoni's (1996) Motivation to Read Profile and its successors (Malloy, Marinak, Gambrell, & Mazzoni, 2013;Malloy et al., 2017;Marinak, Malloy, Gambrell, & Mazzoni, 2015;Parsons et al., 2018) were guided by expectancy-value theory (Eccles et al., 1983). McKenna and Kear (1990) developed the Elementary Reading Attitude Survey (ERAS), which was guided by theories of reading attitudes. ...
This study examines the psychometric properties of a reading motivation measure with a sample of upper elementary students in the United States (n = 195). The research explores upper elementary students’ motivation to read, the amount/frequency of their reading in general, and their preferences for different text genres. Factor analyses support the validity and reliability of the SRQ-RM for upper elementary students in the United States, a tool not previously used with this population. This study also included a nuanced assessment of students’ genre preferences, which has implications for reading motivation and effective classroom instruction.
... An adaptation of the Motivation to Read Profile (Gambrell et al. 1996) was used. A version for primary students that had been validated in Chile (Navarro et al. 2018) was used as a base, and modifications were added from the revised version of the original instrument (Malloy et al. 2013), as well as from the version for adolescents (Pitcher et al. 2007). The resulting self-report questionnaire contains 20 four-point items. ...
In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students’ reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America.
... Untuk mengukur motivasi membaca digunakan instrumen Motivation to Read Profile (MRP)-Revised (Malloy, Marinak, Gambrell, & Mazzoni, 2013). Item ganjil dalam instrumen ini mewakili Self Concepft of Reader dan item genal mewakili Value of Reading. ...
p>Di Indonesia, prevalensi murid disleksia adalah 1% dari populasi murid sekolah dasar. Artinya, dari 50 juta murid, diperkirakan ada 5 juta murid yang mengalami disleksia. Disleksia adalah masalah kesulitan membaca yang terjadi pada anak-anak dengan penglihatan dan intelektual normal. Karena kesulitannya dalam membaca, murid disleksia cenderung memiliki motivasi membaca yang rendah. Motivasi membaca merupakan sebuah masalah besar yang akan menghambat pencapaian akademik, dan harus segera diselesaikan.. Solution-Focused Brief Therapy bisa menjadi alternatif penyelesaian masalah motivasi membaca yang dialami siswa disleksia sehingga mereka mampu berprestasi secara akademik, sesuai dengan kemampuan intelektual yang dimiliki. Oleh sebab itu, penelitian bertujuan untuk mengetahui seberapa besar efek Solution-Focused Brief Therapy (SFBT) dalam meningkatkan motivasi membaca murid disleksia. Penelitian ini menggunakan desain kuasi eksperimen dengan Non Equivalent Control Group Design yang melibatkan 16 orang murid kelas tinggi pada salah satu sekolah dasar di Aceh Utara, Aceh, Indonesia yang berkemungkinan mengalami masalah disleksia. Untuk menentukan kemungkinan murid mengalami disleksia, digunakan instrumen Senarai Semak Disleksia yang disusun oleh Kementerian Pelajaran Malaysia (KPM) dan Universiti Sains Malaysia (USM). Motivasi membaca ditentukan oleh skor Motivation to Read Profile (MRP). Hasil penelitian menunjukkan bahwa terdapat peningkatan skor motivasi membaca murid yang telah mengikuti intervensi SFBT selama enam sesi, sebesar 106 poin, dengan size effect 1.181 yang berarti bahwa SFBT yang diberikan memberikan efek yang besar dalam meningkatkan motivasi membaca murid disleksia.
Abstract :There are 15% of elementary school students in the world are dyslexic. Dyslexia is a reading difficulty that occurs in children with normal vision and intellect. Dyslexic students certainly have reading motivation problems. Reading motivation is a big problem that will effect to academic achievement, and must be resolved immediately. Solution-Focused Brief Therapy (SFBT) can be an alternative to increase the reading motivationof dyslexic students, so that they can achieve according to their intellectual abilities. Therefore, this study aims tp find out how much the effect of Solution-Focused Brief Therapy (SFBT) in increasing the reading motivation of dyslexic students. This study uses a quasi-experimental design with Non Equivalent Control Group Design, involving 16 high class students in one of the elementary schools in North Aceh, Aceh, Indonesia who are likely to experience dyslexia problems. To determine the possibility of dyslexia, researchers used the dyslexic checklist instrument compiled by the Malaysian Ministry of Education (KPM) and Universiti Sains Malaysia (USM). The level of reading motivation is determined by the Motivation to Read Profile (MRP) score. The results showed that there was an increase in the reading motivation score of students who had followed SFBT interventions for six sessions, totaling 106 points, with a size effect of 1.181 which meant the given SFBT had a great effect in increasing the reading motivation of dyslexic students.
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... TAKE ACTION! 1. Critically analyze other reading motivation measurement tools, such as the Motivation to Read Profile-Revised (Malloy Marinak, Gambrell, & Mazzoni, 2013), the Elementary Reading Attitudes Survey (McKenna & Kear, 1990), and the Reader Self-Perception Scale (Henk & Melnick, 1995). What cultural norms are being upheld via the items on these tools? ...
Measuring students’ reading motivation is a common practice in literacy classrooms, and results often inform instruction. This mixed‐methods study problematizes this practice, raising tensions between how reading motivation is measured and its enactment in a reading class. Key tensions include reading motivation as competition versus a collective endeavor, reading motivation emphasizing teacher‐directed learning versus student‐led learning, and reading motivation valuing texts as windows versus mirrors. The author suggests that teachers should take a critical lens to reading motivation measurement tools before using them.
... Investigations of the psychological contributors-in other words, individual child factors, have revealed an interaction of reading engagement and reading performance by gender (Hume, Allan, & Lonigan, 2016;Linnakylä, Malin, & Taube, 2004;OECD, 2002OECD, , 2010. Specifically, research suggests that an engaged reader achieves better reading across a range of developmental levels, especially in the case of boys (Baroody & Diamond, 2013;Malloy, Marinak, Gambrell, & Mazzoni, 2013). If ID:p0095 it can be established that boys are less engaged with literacy activities than girls, gender differences in engagement would be a plausible explanation for the gender gap in reading outcomes. ...
Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however.
... 18). These aspects of motivational can be measured in elementary children using other available tools (Malloy, Marinak, Gambrell, & Mazzoni, 2013;McKenna & Kear, 1990); however, Griffin's motivational mosaic approach provides an alternative assessment method that some early childhood teachers may find more developmentally appropriate than measures for older students (e.g., Henk, Marinak, & Melnick, 2012;Henk & Melnick, 1995). ...
... However, research also suggests that even if children think that they are competent at an activity and are able to perform it efficaciously, they may still not engage much in that activity if they are not much interested in it or do not value it highly (Wigfield & Cambria, 2010). Interest in reading is important for reading acquisition, because children who are interest driven tend to spend more time reading for leisure, are likely to devote more effort to literacy tasks and are, for this reason, more likely to become skilled readers than their peers who are less interested in reading activities (Ecalle, Magnan, & Gibert, 2006;Malloy, Marinak, Gambrell, & Mazzoni, 2013). ...
The present thesis empirically and theoretically explores motivation for reading in Norwegian first-graders during their first year of formal reading instruction (N = 1,141).
Early motivation for reading is conceptualized in this study as interest in literacy-related activities and reader self-concept. The study investigates the dynamics of motivation for reading and emergent literacy at school entry and at the end of the first grade. In addition, it explores the potential effects that a substantial increase in reading skill and participation in an early intervention may exert on the reader self-concept of students considered to be at risk of reading difficulties.
The results show that a few weeks into the first year of formal reading instruction, students generally have a strong interest in reading but that, even at school entry, the children with the poorest emergent literacy have a significantly weaker reader self-concept than their high-performing peers. Further, interest was found to moderate the association identified between emergent literacy at school entry and reader self-concept at school entry, meaning that students who had a strong interest in literacy also had a strong reader self-concept. independently of their actual level of emergent literacy.
What is more, investigations across the first grade using cross-lagged modeling as between early motivation and reading skill show there to be reciprocal relationships. Evidence was found of significant bidirectional relationships between reader self-concept and early reading skill and between literacy interest and reader self-concept within the first year of formal schooling. This suggests that relationships between reader self-concept and early reading skill start affecting children’s reading development even before formal reading instruction begins. Further, stability was found in the students reading skills across the first grade and their literacy interest and reader self-concept were found to stay relatively stable from school entry to the end of the first grade. An intensive reading intervention carried out during the first grade was not found to affect reader self-concept when initial reader self-concept and the increase in reading skill across intervention and control groups were controlled for.
Finally, the present thesis adds some reflections on how the phenomena of motivation and skill could be understood at a foundational level.
... valid and effective assessment of student motivation to read, the development of useful guidelines for educators about which measures can precisely capture different aspects of motivation, and for selecting instructional interventions tailored to specific student motivational profiles. To this end, the current study examines three commonly used reading motivation instruments in schools (Malloy, Marinak, Gambrell, & Mazzoni, 2014) to explore whether these measures capture distinguishable or overlapping aspects of reading motivation. ...
The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and social sources of motivation across different theoretical traditions. Educational benefits of multidimensional and unidimensional interpretations of reading motivation constructs covered in these instruments are discussed.
... Developing engaged readers has been a major area of interest among literacy researchers and educators (Alexander & Fox, 2013;Guthrie, Wigfield, & You, 2012;Hruby et al., 2016). Multiple instruments were developed to measure affective factors in reading such as attitudes (e.g., Conradi, Jang, Lawrence, Craft, & McKenna, 2013), motivation (e.g., Malloy, Marinak, Gambrell, & Mazzoni, 2013;Wigfield & Guthrie, 1997), and self-efficacy (e.g., Henk, Marinak, & Melnick, 2012) in order to understand how best to encourage students' reading engagement and achievement in the long term. Using these motivation instruments, previous studies have reported that motivational factors such as attitudes and self-efficacy influence student's engagement in reading which then led to their improved proficiency and achievement (e.g., Schaffner, Schiefele, & Ulferts, 2013). ...
In this article, the authors proposed a model of four attitudinal profiles including both purpose (academic and recreational) and medium (print and digital): 1) recreational digital only readers, 2) engaged digital readers, 3) engaged print readers, and 4) digital-preferred readers. These four profiles of reading attitudes are drawn from our previous research where we analyzed survey data from approximately 5,000 middle school students in the United States. We present prototypical adolescent reader from each profile guided by Valencia and Buly (2004). Further, we suggested effective instructional practices that fit into each profile of adolescent readers.
This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory structural equation modeling and found five factors, namely Importance of Reading (IR), Reading for Recognition (RR), Reading for Occupational Effectiveness (RO), Reading Challenge (RC), and Reading Self-Efficacy (RSE). Further latent profile analysis yielded five profiles of teachers’ reading motivation: (a) the group labeled AVG (n = 528) had close to average scores on all five factors; (b) the latent profile labeled AA-Low RR (n = 302) had overall above-average factor scores except for RR; (c) an AA-High RR (n = 77) group with overall above-average scores and the highest mean RR scores; (d) a BA-Low RSE group (n = 79) with overall below-average factor scores and the lowest mean RSE scores; and (e) a BA-Low IR group (n = 61), the smallest group, with below-average factor scores on all indicators and the lowest mean IR scores. Ethnicity, educational attainment, years of experience, grade level, and subject area differed significantly across profiles. Findings are interpreted through the lenses of self-determination theory. Implications for teacher education and PK–12 professional learning are discussed.
Digital 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.
This study aimed to describe the modification process and validity and reliability assessment of instruments regarding motivations for reading questionnaire (MRQ) for measuring reading motivation of junior high school students in Jambi, Indonesia. Eighty-three students participated in this study, selected through the respondent who returned the questionnaires. The corrected items' total correlation of SPSS 23 was applied to examine the validity and reliability of MRQ. The result of the corrected items' total correlation of SPSS statistical analyses showed that all of the 53 modification items of MRQ were valid and reliable. It indicated that all 53 items of MRQ were appropriate to be used for measuring the reading motivation of junior high school students in Jambi, Indonesia. It can provide a future studies screening tool for measuring the students’ reading motivation.
This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.
The authors present a plan for classroom teachers and literacy professionals to conduct case studies, particularly of students’ reading motivations and engagement. The authors argue for case study as a way for practitioners to contribute important knowledge to the field that is grounded in practitioners’ deep, contextual understanding of the realities of classroom life. A roadmap for conducting a case study is presented, beginning with the selection of an inquiry topic and proceeding through data collection, analysis, and sharing of results. The roadmap is grounded in examples from the authors’ and other practitioner researchers’ case studies of reading motivation and engagement, and additional resources and suggestions for accomplishing a case study within the constraints of classroom routines are provided.
Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data bases were searched between August 2018 and February 2019, resulting in 131 papers, ten of which were included for methodological quality and appropriateness of focus. Findings indicate that research in this area is generally small scale and a mixture of process and outcome evaluations of whole school and targeted interventions. This review found that growth mindset has been applied across a range of subject areas and as a whole school and classroom intervention. More rigorous implementation and outcome studies are needed in this emerging field. Implications for educational psychology and school practice are discussed.
Although teacher librarians play a role as literacy and literature educators in schools, little research attention is given to this role. In addition, the use of book discussion in school libraries to enhance reading engagement is not often closely considered as an educative practice. This paper draws on qualitative research findings from interviews with teacher librarians in 30 Australian schools to explore how these educators stimulate book discussion to foster reading for pleasure as part of their professional practice. This paper finds teacher librarians stimulate book discussion to foster reading for pleasure in a variety of ways, and for diverse reasons, with an overarching goal being the promotion of reading for pleasure. A range of approaches to discussion around books emerge from the data, including peer to peer, teacher to student, and other diverse interplays. Teacher librarians actively promote reading as a social practice and encourage students to value reading for pleasure.
This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties (n = 25, M_{age} = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.
PURPOSE: We investigated the reading and writing attitudes of children attending a recreational camp to gain insights into student motivations toward literacy. Two national surveys were used to study children's attitudes toward the skills of reading and writing for academic and non-academic purposes. We wanted to explore reading and writing attitudes as a possible bridge to the concept of functional health literacy. A secondary purpose of the study was to determine the differences in attitudes for recreational reading, academic reading, and academic writing between boys and girls. METHODS: Children (n = 102) aged 5 to 12 years responded to 30 questions read aloud by the research proctor from two national paper-and-pencil surveys. Students participating in at least two of the ten weeks of the summer camp were given a pretest and posttest of the Reading Attitudes Survey (RAS), Writing Attitudes Survey (WAS), and a Demographic Survey after completing the IRB requirements of active parent consent and student assent. RESULTS: Three findings emerged: 1) girls showed higher academic reading attitudes than boys; 2) girls showed higher recreational reading attitudes than boys, and 3) girls showed slightly higher writing attitudes than boys. Girls' (n=65) scores on the RAS averaged 31.84 (SD=6.58) when reading for recreation and 30.13 (SD= 6.53) when reading for academics. Boys' (n=37) scores on the RAS averaged 28.88 (SD=7.18) when reading for recreation and 25.14 (SD=8.42) when reading for academics. As girls' reading attitudes went up, boys' reading attitudes went down (r =-0.72 recreational reading; r =-0.85 for academic reading). Writing attitudes also differed between girls and boys. WAS scores averaged 63.22 (SD = 25.73) for 65 girls and 52.83 (SD = 25.91) for 37 boys (n = 37). As girls' writing attitudes went up, boy's writing attitudes went down (r =-0.85). CONCLUSIONS: Girls are more inclined than boys to read Reading and Writing Attitudes of Children Page 50 for fun and to have positive attitudes associated with reading and writing. Because a significant gap exists between what people know and what people do regarding health behaviors, this study may be the first to conceptualize reading and writing attitudes as a lens to understanding functional health literacy-the ability to read, write, and speak about health. RECOMMENDATIONS: Future research is needed to explore how reading and writing attitudes relate to health literacy. Attitudinal studies between girls and boys are needed to investigate the complex role that functional health literacy plays as a determinant of health. If attitudes help to determine an intention to do a behavior and if one's intention is the key predictor of healthy behavior, then health education curricula should include reading and writing as possible determinants for shaping children's attitudes toward their health.
We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.
Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for reading and writing motivation revealed a close to reasonable fit, for the total sample and by gender. It yielded a low fit across the four grade levels. Four main results were obtained: (1) reading and writing motivation remained at the same level in all four grades; (2) reading motivation was higher than writing motivation; (3) students’ self-concept was higher than value in both reading and writing; (4) value of reading was higher than value of writing. It is suggested that educators take into account the importance of increasing reading and writing motivation in the early years of elementary school, before motivation stabilizes in third grade. Additionally, attention should be paid to the value that students attach to reading and especially writing, since it may be related to their involvement in reading and writing tasks. Further examination and development of the questionnaire assessing writing motivation is required. More implications of the results for developmental aspects of reading and writing motivation are discussed.
The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and external validity analyses. Validity evidence was collected from 777 third through fifth graders from two rural and two urban school districts. Scores on the scales (Reading Self-Perceptions, 13 items; Enjoyment of Reading, nine items) exhibited strong internal consistency, and model fit was good. Using hierarchical linear modeling (HLM), we examined the relations among reading self-perceptions, and enjoyment, mathematics self-perceptions and enjoyment, and teacher ratings of reading and mathematics ability levels, with results demonstrating patterns of discriminant and, convergent validity. Because of its developmentally appropriate vocabulary, its applicability across contexts, its brevity, its parallel format to the M&MS, and its established psychometric properties, the R&MS has potential to be a useful tool for researchers and educators.
This study examined the motivation to read of children in grades two through six. All children in the study were strong in their literal comprehension of narrative text. Some were equally strong in their ability to respond thoughtfully to the text (Blue Group); others struggled to respond to questions requiring them to think about the implications of text (Red Group). The Blue Group was significantly more motivated to read than the Red Group, particularly in the value that they ascribed to reading. Significant differences in favor of Red Group females in the value of reading were not present in the Blue Group. The authors called for teachers to investigate the potential benefits of teaching children to approach reading as thoughtful literacy and to determine if that approach could slow the typical loss of reading motivation in the elementary school years.
A large body of research has demonstrated the value of fostering peer interaction in the context of collaborative group work as an effective strategy to facilitate learning. The present study attempted to enable teachers in a varied sample of 24 Scottish primary classrooms to improve the quality of collaborative group work interaction among their pupils. Observations were carried out at three time points during the year of the intervention, both during whole class teaching and planned group work activity. A global rating instrument was also used to evaluate the overall quality of classroom environment created by participating class teachers to support group work sessions. The results showed significant increases both in the observed frequencies of children's collaborative dialogue and in the rated quality of classroom learning environments over the course of the study. The implications of these results are discussed in the context of current curricular reform.
This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design was employed. The results did not indicate any statistically significant differences between the control and experimental group on the dependent variables of reading comprehension and vocabulary acquisition. However, the results revealed statistically significant differences in favor of the experimental group on the dependent variable of motivation to read and its dimensions, the value of reading, and reading self-concept. The pedagogical implications of the findings and suggestions for further research are discussed.
Cette recherche a ete effectuee pour evaluer les dimensions de la motivation a la lecture et pour examiner comment elles sont correlees a l'activite de lecture des eleves et aux resultats qu'ils obtiennent. Un echantillon heterogene d'enfants de cinquieme et sixieme annee vivant en ville a rempli le Questionnaire de Motivation pour la Lecture (MRQ, Wigfield & Guthrie, 1997), questionnaire destine a evaluer 11 dimensions eventuelles de motivation pour la lecture, notamment l'efficacite de soi, plusieurs types intrinseques et extrinseques de mobiles de lecture, des aspects sociaux de la lecture, et le desir d'eviter de lire. Les eleves ont aussi fourni plusieurs mesures differentes d'activite de lecture et de resultats obtenus. Une analyse factorielle de confirmation a demontre que les dimensions de la motivation des enfants pour la lecture peuvent etre identifiees et mesurees fidelement. Des echelles basees sur les differentes dimensions sont correlees positivement entre elles et negativement au desir d'eviter de lire. Pour la plupart des dimensions, les scores moyens des echelles sont differents selon le genre et l'ethnicite, les filles et les Afro-americains manifestant une plus forte motivation. Pour la plupart des dimensions, les scores moyens des echelles sont semblables en cinquieme et sixieme annee, et pour les eleves de milieux aux revenus inferieur ou moyen. Toutes les echelles sont correlees aux rapports faits par les enfants sur leur activite de lecture et plusieurs aux resultats obtenus. La force des correlations entre la motivation pour la lecture et les resultats obtenus est plus forte dans le cas des filles et des blancs. L'analyse par clusters fait apparaitre sept groupes distincts d'eleves en fonction de leur profil motivationnel qui sont correles a l'activite de lecture et, a un moindre degre, aux resultats obtenus. Cette recherche montre que la motivation pour la lecture es
It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple regression analysis, reading self-efficacy was a significant positive predictor of reading comprehension scores. For students with low self-efficacy in reading, reading self-efficacy was a significant positive predictor of multiple-choice comprehension scores but not of constructed-response comprehension scores. For students with high self-efficacy in reading, reading self-efficacy did not account for additional variance in either item format. The implication that the multiple-choice format magnifies the impact of self-efficacy in assessments of reading comprehension is discussed.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable
adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N=205) completed measures of reading comprehension in September and December of the same year, and measures of background
knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from
multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent
contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed
the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations
of the observed relations between motivation, cognitive variables, and reading comprehension are presented.
This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second grade children (N=185) were administered the Test of Word Reading Efficiency, the second grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students' goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students' reading self-concept and reading fluency skill: (a) an independence model; (b) a skill development model; (c) a self-enhancement model; and (d) a reciprocal effects model. Support for a reciprocal model was found between students' reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students' reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed.
Dialogic teaching - a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse - has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic instruction in today's classrooms. This paper reviews empirically-supported features of dialogic teaching and relates them to relevant theoretical models. It describes the Dialogic Inquiry Tool (DIT), an observational rating scale designed to engage elementary school teachers in a systematic and deliberate examination of their interactions during group discussions of assigned readings. The paper uses excerpts of classroom discussions to demonstrate the use of the DIT and to discuss its potential for informing teacher practice and encouraging reflection on the relationship between language and pedagogy.
In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 200617.
Mohr , K. 2006. Children's choices for recreational reading: A three-part investigation of selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1): 181–104. View all references; Smith & Wilhelm, 200225.
Smith , M. and
Wilhelm , J. 2002. Reading don't fix no Chevy's: Literacy in the lives of young men, Portsmouth, NH: Heinemann. View all references) and organizations (The Education Alliance, 20076.
Education Alliance. (2007). Gender differences in reading achievement: Policy implications and best practices http://www.educationalliance.org/Downloads/Research/GenderDifferences.pdf (Accessed: 25 July 2007). View all references) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (Eccles, 19835.
Eccles , J. 1983. “Expectancies, values, and academic behaviors”. In Achievement and achievement motives, Edited by:
Spence , J. T. 75–146. San Francisco, CA: Freeman. View all references), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
For most classroom teachers, recognizing when students are engaged in literacy activities – and perhaps more glaringly, when they are not – is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP-R) and to engage in a discussion of how periodic, class-wide administration of the MRP-R can inform practices to support motivating classroom contexts.
A general formula (α) of which a special case is the Kuder-Richardson coefficient of equivalence is shown to be the mean of
all split-half coefficients resulting from different splittings of a test. α is therefore an estimate of the correlation between
two random samples of items from a universe of items like those in the test. α is found to be an appropriate index of equivalence
and, except for very short tests, of the first-factor concentration in the test. Tests divisible into distinct subtests should
be so divided before using the formula. The index
[`(r)]ij\bar r_{ij}
, derived from α, is shown to be an index of inter-item homogeneity. Comparison is made to the Guttman and Loevinger approaches.
Parallel split coefficients are shown to be unnecessary for tests of common types. In designing tests, maximum interpretability
of scores is obtained by increasing the first-factor concentration in any separately-scored subtest and avoiding substantial
group-factor clusters within a subtest. Scalability is not a requisite.
Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement goal theory, self-determination theory, and social-cognitive theory. The effects on motivation of social relationships with teachers and peers are also considered.