This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (S group = school-based, N = 244) and in one group with (SH group = school/homebased, N = 225) parental participation. The intervention, which was based on the principles of Self-Determination Theory (SDT, Deci & Ryan, 2002), lasted one school year, with a followup assessment 5 months later. Effects of the treatment were investigated in a pretest-posttest control group design. Multilevel analyses showed that the school/home-based intervention had significant effects on reading motivation, and that these effects were still detectable at 5-month follow-up. The effects at follow-up differed significantly from those of the schoolonly intervention. The findings highlight the important role of the family in the sustained promotion of reading motivation.
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