How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications

Barber, Ana Taboada; Klauda, Susan Lutz

doi:10.1177/2372732219893385

Cited by 92 publications

(75 citation statements)

References 43 publications

(71 reference statements)

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“…Autonomy support. First, students can choose the texts they want to read, based upon their personal interest (Patall et al, 2013;Su & Reeve, 2011;Taboada & Klauda, 2020). This is proven to be a driving force for reading comprehension growth (Retelsdorf et al, 2011;Soemer & Schiefele, 2019).…”

Section: Reading Motivationmentioning

confidence: 99%

“…• Give students the opportunity to select the texts they will read Second, the value of reading is explicitly emphasized (Su & Reeve, 2011;Taboada & Klauda, 2020), mainly to tap into students' identified regulation (Jang, 2008;Ryan & Deci, 2020). In ProjectExpert, this is operationalized by using texts students will encounter in their daily life (e.g., job contract, medicinal product package leaflet), by highlighting the advantages of being a proficient reader in a for the students accessible way (e.g., via cartoons), and via class discussions based on videoclips of peer reactions about the value of reading.…”

Section: Feasibility and Usabilitymentioning

confidence: 99%

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An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Ammel¹,

Aesaert²,

Smedt³

et al. 2021

L1 Educational Studies in Language and Literature

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A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students' reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students' basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.

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Section: Reading Motivationmentioning

confidence: 99%

Section: Feasibility and Usabilitymentioning

confidence: 99%

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Ammel¹,

Aesaert²,

Smedt³

et al. 2021

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

show abstract

“…Similarly, for recommendation 4, the IES Guide recommends offering students choice of reading materials to develop autonomy and motivation. More recently, Barber & Klauda (2020) go further and offer specific recommendations on how teachers can structure their students’ choice readings and consider how choice intersects with other literacy goals. It is clear that educators relying only on the IES Guide’s vision would be unaware of the exciting findings of the last decade.…”

Section: Expanding On the Guide’s Five Recommendationsmentioning

confidence: 99%

Updating Practice Recommendations: Taking Stock of 12 Years of Adolescent Literacy Research

Reynolds¹

2021

J Adolescent & Adult Lit

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The demand for evidence to support instructional practices in education is surging. Consequently, many adolescent literacy researchers and educators take guidance from the Institute of Education Sciences (IES) Practice Guide for Adolescent Literacy (Kamil et al., 2008). The document, however, is now 12 years old, and adolescent literacy research and practice has shifted substantially. First, I document the limitations of the IES Guide’s pre‐2008 research base and of the students sampled in its underlying studies. Then, I survey research from 2008–2020 that expands on the Guide’s five recommendations, and name areas of research undeveloped in 2008 but vibrant in 2020. To illustrate the instructional implications of these changes, I present an example unit incorporating changes suggested by research since 2008. Finally, I call on adolescent literacy organizations to maintain, revise, and publish practice guidelines to ensure all our adolescents get the daily literacy instruction they deserve.

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“…Reading for pleasure (RfP) is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. RfP can be conceptualised as 'volitional reading in which we choose to engage' (Kucirkova & Cremin, 2020, p. 2), and enjoyment of reading is associated with the development of literacy skills (Barber & Klauda, 2020;Ho & Lau, 2018;Lupo et al, 2017;Organisation for Economic Co-operation & Development, 2011;Rogiers et al, 2020;Schiefele et al, 2016). For example, Sullivan and Brown (2013) found that RfP offers benefits in vocabulary and spelling as well as mathematics, noting that 'reading for pleasure at the ages of 10 and 16 had a substantial influence on cognitive progress' (p. 2) in these areas.…”

Section: Introductionmentioning

confidence: 99%

School librarians supporting students’ reading for pleasure: A job description analysis

Merga

Ferguson

2021

Australian Journal of Education

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Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed that reading for pleasure is positioned as a valued aspect of the school librarians’ educative role in the United States and Australia, given factors such as evolving demands placed on the profession. Through hybrid content analysis of job description documents, this article explores which aspects of the current school librarian role are related to supporting reading for pleasure, comparing expectations between nations. While there are some similarities in the nature of the reading for pleasure role in the United States and Australia, Australian school librarians are far more likely to be expected to foster reading for pleasure.

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How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications

Cited by 92 publications

References 43 publications

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Updating Practice Recommendations: Taking Stock of 12 Years of Adolescent Literacy Research

School librarians supporting students’ reading for pleasure: A job description analysis

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