Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Vaknin‐Nusbaum, Vered; Nevo, Einat; Brande, Sigi; Gambrell, Linda B.

doi:10.1111/1467-9817.12117

Cited by 43 publications

(64 citation statements)

References 55 publications

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“…For example in the EFL context, teachers can incite students' confidence to read when the difficulty level is lower or matches students' comprehension level but can also cause the opposite when the difficulty level is higher instead. In reality, it is found that students who do not read are: learners who do not find the material to be interesting, those who believe its importance do not apply to them, and low achievers whose confidence declines overtime (Miyamoto, Pfost & Artlet, 2018;Vaknin-Nusbaum et al, 2018). By selecting their own materials, it enhances the relatability of the reading content to the students' background and ability, thus contributing to their motivation.…”

Section: Motivation In Readingmentioning

confidence: 99%

Extended reading: college students’ attitudes In selecting reading materials

Amalia

2020

JELTIM

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Appraising the trend that students are welcomed to independently make their own choices in learning, this study investigated college students’ preferences and considerations on self-chosen materials for extended reading (ER). A survey was conducted on 32 college students majoring in ELT who has taken reading courses. The survey consisted of ten questions, all related to their preferences and considerations in choosing the materials to read for ER activities. The results extracted led to the conclusions that authentic materials are more favorable over graded readers, and the difficulty level of the text considered as the foremost priority. Interested researchers are apprised to conduct an experiment that allows better and deeper analysis to gain insights on providing materials for ER in the EFL contexts for the students to select by themselves.

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Section: Motivation In Readingmentioning

confidence: 99%

Extended reading: college students’ attitudes In selecting reading materials

Amalia

2020

JELTIM

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“…When students read because they earnestly enjoy reading, they are intrinsically motivated to read (Pintrich & Schunk, 2002;Schiefele et al, 2012). Intrinsic reading motivation has a significant positive impact on reading achievement (Gottfried, Fleming, & Gottfried, 2001;Becker, M., McElvany, N., & Kortenbruck, M., 2010;Vaknin-Nusbaum, Nevo, Brande, & Gambrel, 2017). Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017).…”

Section: Motivation and Reading Motivationmentioning

confidence: 99%

“…Intrinsic reading motivation has a significant positive impact on reading achievement (Gottfried, Fleming, & Gottfried, 2001;Becker, M., McElvany, N., & Kortenbruck, M., 2010;Vaknin-Nusbaum, Nevo, Brande, & Gambrel, 2017). Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017). As early as second grade, students who struggle with reading exhibit a decrease in intrinsic reading motivation while strong readers' intrinsic reading motivation remains stable (Vaknin-Nusbaum et al, 2017).…”

Section: Motivation and Reading Motivationmentioning

confidence: 99%

“…Beginning in elementary school, differences between students who are intrinsically motivated to read and those who are not are already apparent (Vaknin-Nusbaum et al, 2017). As early as second grade, students who struggle with reading exhibit a decrease in intrinsic reading motivation while strong readers' intrinsic reading motivation remains stable (Vaknin-Nusbaum et al, 2017). The decreased intrinsic reading motivation can be attributed to the lower reading self-efficacy the low-achieving students experience (Hornstra, van der Veen, Peetsma, & Volman, 2012).…”

Section: Motivation and Reading Motivationmentioning

confidence: 99%

“…Executive functioning requires working memory, the ability to store Pham, 2016; Segers, Damhuis, van de Sande, & Verhoeven, 2016). The lack of success such students experience is an important factor in reading motivation (Gottfried & Gottfried, 2001;Morgan & Fuchs, 2007;Vaknin-Nusbaum et al, 2017).…”

Section: Motivation and Reading Motivationmentioning

confidence: 99%

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Accelerated Reader and high school students' reading self-efficacy : a case study

Hebert¹

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K-12 schools often respond to low state standardized test scores by adjusting curriculum to implement new strategies and technology. Instituting multiple new practices simultaneously increases the difficulty of determining the cause of improved test scores. Examining personal factors like self-efficacy provides a broader understanding of the value of integrating new technology. This intrinsic case study explored the implementation of Accelerated Reader (AR) at one vocational-technical high school in the northeastern United States and the experiences and reading self-efficacy of the students who participated. Reading self-efficacy is a potential antecedent to reading motivation. Students with high reading self-efficacy may read more frequently, improving their reading proficiency over time. The following two research questions guided the study: (1) How do seniors at Washington Vocational Technical High School perceive their experiences and reading self-efficacy after 3 years of participation in the Accelerated Reader program?; (2) How do teachers at Washington Vocational Technical High School perceive the influence of the Accelerated Reader program on students? Eight English teachers and six senior students participated. Major findings included: (a) students viewed reading strictly as a school activity (b) students were intrinsically motivated to read books they enjoyed (c) students lacked positive vicarious reading experiences (d) students' descriptions of their reading self-efficacy corresponded to their reading levels (e) teachers misperceived the influence of AR on students. Recommendations include high fidelity implementation of AR and alternative approaches to creating intrinsically rewarding reading experiences for high school students.

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In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum

Donolato,

Toffalini,

Cornoldi

et al. 2024

Dyslexia

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Children with dyslexia (CwD) often report poor psychological well‐being. We examined (i) whether anxiety, self‐concept and reading motivation in CwD differed from those of typically developing children (TDC; case–control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4–8 on anxiety, self‐concept, reading motivation and reading strategy using self‐reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small‐to‐moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self‐concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self‐perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.

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Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Cited by 43 publications

References 55 publications

Extended reading: college students’ attitudes In selecting reading materials

Extended reading: college students’ attitudes In selecting reading materials

Accelerated Reader and high school students' reading self-efficacy : a case study

In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum

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