Motivation to Read Profile

Gambrell, Linda B.; Palmer, Barbara Martin; Codling, Rose Marie; Mazzoni, Susan Anders

doi:10.1037/t43709-000

Cited by 7 publications

(6 citation statements)

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“…The results by and Stipek et al (1995) are in accordance with motivation theories, which emphasize the importance of encouraging individual choices and creating opportunities to feel competent (Deci & Ryan, 1985). Children seem to want to read more often when they are able to choose what to read, have the opportunity to interact with others, can discuss what they have read, and feel successful about reading (Gambrell, Palmer, & Coding, 1993).…”

Section: Tablesupporting

confidence: 83%

The Influence of Instructional Practices on Reading Motivation in Finland

Lerkkanen

2018

Literacy Studies

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Section: Tablesupporting

confidence: 83%

The Influence of Instructional Practices on Reading Motivation in Finland

Lerkkanen

2018

Literacy Studies

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“…This was supported by Sulzby and Teale (2003), who reported on the impact of read-alouds on the motivation to read created among young children. Further confirmation for read-alouds as a motivating factor in reading was found by Gambrell, Palmer, and Codling (1993) in their work with third and fourth graders. Specifically, they found that choice was a motivating factor for reading and that the choices children made were often related to the teacher read-aloud.…”

Section: Why Should Teachers Conduct Read-alouds?mentioning

confidence: 76%

Interactive Read‐Alouds: Is There a Common Set of Implementation Practices?

Fisher

Flood

Lapp

et al. 2004

The Reading Teacher

115

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Read‐alouds are a common component of literacy instruction. However, research on the method for providing read‐alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read‐aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read‐alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read‐alouds.

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“…The Motivation to read Profile (MRP) was designed by Gambrell, et al [18]. It measures two motivational dimensions; the subscales are the students' self-concept as readers and the value they place on reading the self-concept as a reader and the value for reading.…”

Section: Motivationmentioning

confidence: 99%

“…It was designed specifically to scale motivation for elementary school students. The MRP two subscales are meant to explore the personal dimensions of students' reading motivation [18]. For example, the self-concept subscale is concerned with the student's opinion of his or her own reading skills.…”

Section: Motivationmentioning

confidence: 99%

“…It takes into account that those children have not been yet reading independently. According to Baker and Scher, the items in this scale have been derived from scales such as Heathington Primary Scale [3], the Survey of Reading Attitudes [2], the Estes Attitude Scale [17], and a series of inventories developed by Gambrell et al [18]. The items in this scale are clear, very simple and easy to translate to another language such as Arabic.…”

Section: Motivationmentioning

confidence: 99%

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Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship

Aamri

Greuter

Walz

2015

2015 International Conference on Interactive Technologies and Games

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Current research suggests that children who read for pleasure are intrinsically more motivated than children who rarely read for pleasure. Recent research also indicates that children who read from e-books are more intrinsically motivated to read than children who read from traditional print books. The current trend in e-books suggests that interactive and playful content assists children to stay motivated when reading and enhance their understanding of the content. However there is a lack of research on the effects of reading from interactive and playful e-books on intrinsic reading motivation. This paper discuss how we adapted existing reading motivation scales to derive a scale to measure Intrinsic Reading Motivation that we used to compare the intrinsic reading motivation scores of 18 Omani fourth grade children after reading from a playful interactive storybook application, standard e-books, and a traditionally printed books. The results showed that reading from the playful application influenced intrinsic motivation for girls more than boys. However, children with the same reading skills obtained similar intrinsic reading motivation scores regardless of the reading format.

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Motivation to Read Profile

Cited by 7 publications

References 0 publications

The Influence of Instructional Practices on Reading Motivation in Finland

The Influence of Instructional Practices on Reading Motivation in Finland

Interactive Read‐Alouds: Is There a Common Set of Implementation Practices?

Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship

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