Semi-structured Interviews for Reading Motivation

Enhancing motivation and engagement through collaborative discussion.

“…CR appears to embody the four classroom practices that Guthrie and Humenick (2004) concluded were proven to support children’s motivation and engagement. First, CR could be considered to emphasize knowledge goals since the point of discussions is to reach the best solution to problems faced by characters in the story.…”

“…A fifth characteristic of CR discussions that may enhance motivation and engagement is the stimulation resulting from the fact that children are discussing issues they find controversial. This characteristic is not listed by Guthrie and Humenick (2004), but controversy has been viewed as important since the 1930s when Piaget (1932) highlighted the stimulating effects of sociocognitive conflict.…”

“…Several instructional features have been identified that appear to foster students’ interest in learning, such as autonomy and availability of peer support (e.g., Ames & Archer, 1988; Boggiano et al, 1989; Meece, 1991; Ryan & Deci, 2000). In a meta-analysis of 22 classroom studies involving students ranging from 8 to 14 years old, Guthrie and Humenick (2004) documented four classroom practices that increase student motivation and engagement: emphasizing knowledge goals, allowing student choices, providing interesting reading materials, and enabling student collaboration.…”

Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.

“…The aforementioned five components of each literacy task were rated on a 3-point Likert scale by a research team member: 1 ( closed ), 2 ( moderately open ), and 3 ( open task ). The use of more open-ended literacy tasks was an indicator of promoting student engagement and student-centered learning than closed tasks (Duke, Purcell-Gates, Hall, & Tower, 2006; Guthrie & Humenick, 2004). Twenty percent of the entire literacy tasks identified were then double coded by the second research team member to determine interrater reliability.…”

High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

“…Teachers can use a variety of instructional approaches, such as modeling, guided practice, and feedback, to help students build their reading proficiency and confidence. When students feel competent in their reading abilities, they are more likely to approach reading tasks with enthusiasm and persistence (Guthrie & Humenick, 2004).…”