Reading Motivation in High School: Instructional Shifts in Student Choice and Class Time

Allred, Johnny B.; Cena, Michael E.

doi:10.1002/jaal.1058

Cited by 21 publications

(12 citation statements)

References 15 publications

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“…Consequently, when teachers, already in the early grades, make sure that students read extensively to develop their competence and encourage and challenge them to read what they see as interesting and meaningful texts, students are more likely to start to identify themselves as readers and to develop more autonomous motivation and self-determined behaviour. As seen earlier, our results indicate that students want to be good readers, and in line with SDT, schools must strive to make them feel like good readers, since positive experiences will have an impact on their future level of motivation and, in turn, affect their attitudes, beliefs and perceptions (Allred & Cena, 2020;Guthrie et al, 2001).…”

supporting

confidence: 63%

What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

Tegmark

Alatalo

Vinterek

et al. 2022

Journal Research in Reading

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Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices and to find out what regulates students' motivation for in-class reading. Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour, such as leisure-time readingwhich in turn will boost their reading self-concept.

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supporting

confidence: 63%

What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

Tegmark

Alatalo

Vinterek

et al. 2022

Journal Research in Reading

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“…For example, an intervention in 44 elementary classrooms (Fisher & Frey, 2018) showed that providing students with access to better books and choice in what to read, engaging students in text discussions, and having the teacher and students publicly introduce books through book talks increased students’ reading interest (as documented by teacher observations and library book check‐outs). Similarly, Allred and Cena (2020) found that opportunities for independent, self‐selected reading produced statistically significant positive changes across time in adolescents’ attitudes toward reading, as well as in their reading self‐efficacy.…”

Section: What Kinds Of Readers Should Society Raise?mentioning

confidence: 89%

“…Providing access to text, offering choices in text selection, and curating texts relevant to students’ lives and interests can all contribute to positive literate dispositions (Allred & Cena, 2020; Ivey & Johnston, 2013). For example, an intervention in 44 elementary classrooms (Fisher & Frey, 2018) showed that providing students with access to better books and choice in what to read, engaging students in text discussions, and having the teacher and students publicly introduce books through book talks increased students’ reading interest (as documented by teacher observations and library book check‐outs).…”

Section: What Kinds Of Readers Should Society Raise?mentioning

confidence: 99%

What Matters Most? Toward a Robust and Socially Just Science of Reading

Aukerman¹,

Schuldt²

2021

Reading Research Quarterly

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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.

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“…Again, in order to improve student's selfconcepts teachers may design means of sparking students' interest in learning, demonstrating its relevance, and providing them with feedback in order to raise their expectation of success in the classroom. Teachers can promote students' learning pleasure by being kind and responsive to their needs which will boost students' selfconcepts and lead to better academic performance of students (Allred, & Cena, 2020).…”

Section: Hypothesismentioning

confidence: 99%

Academic Self-Concept and Academic Performance of College of Education Students

2021

JEP

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The study examined academic self-concepts (ASC) and academic performance of College of Education students in Ghana. The descriptive survey design was adopted using a sample of 229 students. An original ASC scale by Liu &Wang ( 2005) was adopted and used for the study. Independent sample T-test and multiple linear regression were the tools used in testing the hypotheses. The findings of the study showed that there is no statistically significant gender difference in ASC of College of Education students. The study further revealed that ASC did not predict academic performance of College of Education students. The study recommends that, stakeholders such as teachers and parents must consider a variety of factors that can influence the development of a healthy ASC and must also encourage, monitor, and supervise students to put in some effort in their studies because effort promotes academic performance. The study again, recommends that academicians should hold workshops and seminars to students in developing a stronger self-concept so that they can improve their abilities and lead a successful life in the future. Students with low ASC may benefit from counseling sessions in order to enhance their academic standing. It may be suggested that curriculum designers pay attention to the relevance of selfconcept and create courses that will encourage students to think critically and thoroughly in order to improve their self-concept.

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Reading Motivation in High School: Instructional Shifts in Student Choice and Class Time

Cited by 21 publications

References 15 publications

What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

What Matters Most? Toward a Robust and Socially Just Science of Reading

Academic Self-Concept and Academic Performance of College of Education Students

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