Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review

Pelletier, Daisy; Gilbert, William; Guay, Frédéric; Falardeau, Érick

doi:10.1080/02702711.2022.2106332

Cited by 7 publications

(7 citation statements)

References 47 publications

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“…Finally, the studies included here detail approaches which have been conducted almost exclusively within school environments. This aligns with a previous scoping review which found that for students aged 9-12 years old, the number of studies on reading support offered by teachers far surpasses the number offered by parents or peers (Pelletier et al, 2022). There are several reasons why this is likely to be the case.…”

Section: A Primary Focus On Adolescents' In-school Reading Practicessupporting

confidence: 87%

“…Therefore, the first aim of this review was to synthesize previous research which has evaluated different types of literacy or reading approaches to sustain and/or improve adolescents' (12-16-years-old) reading motivation. Given that a wide variety of approaches have been applied and evaluated in previous studies (Pelletier et al, 2022), a combination of scoping review (Arksey and O'Malley, 2005) and narrative review (NR; Baethge et al, 2019) principles were applied in order to attend to the breadth of literature available. Scoping reviews enable examination of the extent, range, and nature of previous research activity, summarization of their findings, and the identification of gaps, issues, and opportunities for future development (Arksey and O'Malley, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Approaches for supporting adolescents’ reading motivation: existing research and future priorities

Webber,

Wilkinson,

Duncan

et al. 2023

Front. Educ.

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Research has consistently demonstrated declines in reading motivation and engagement from childhood to adolescence, with current levels of reading enjoyment and engagement among adolescents at an all-time low. This has led to increased interest in approaches for supporting adolescents’ reading motivation. To date, efforts to support adolescent reading motivation have utilized a variety of approaches, yet there is currently no review which synthesizes existing research in this area and provides recommendations for future research and practice. Drawing upon both narrative and scoping review principles, this review synthesizes 38 peer-reviewed articles and research reports which have evaluated approaches for improving adolescents’ (12–16 years old) reading motivation. The article outlines the breadth and scope of approaches which have been used previously, categorized into five types: (1) reading and literacy skills programs; (2) whole-school reading culture; (3) book clubs; (4) technology-supported interventions; and (5) performance and theater. The review also identifies gaps and issues relating to the current body of research and proposes priorities for future work in this area. Together, the findings and recommendations address calls to dedicate renewed and sustained attention to supporting adolescents’ reading motivation and engagement and provide a point of reference for researchers and education practitioners seeking to select, develop, and implement strategies for supporting adolescents’ reading motivation in the future.

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Section: A Primary Focus On Adolescents' In-school Reading Practicessupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

Webber,

Wilkinson,

Duncan

et al. 2023

Front. Educ.

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show abstract

“…First, I believe that we need to test more intervention programs that target motivation. Recently, we have conducted a systematic review of the literature on reading motivation (Pelletier et al, 2022), and we were struck by the fact that very few intervention programs exist (except CORI; Guthrie et al, 2007). Although we did not perform similar reviews for other school subjects, I suspect that the portrait will be the same.…”

Section: Opening New Avenues For Researchmentioning

confidence: 97%

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Guay

2022

Educ Psychol Rev

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This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.

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“…It indicates that the more motivated students are, the more books they read and the better they will comprehend what they read. According to Pelletier et. al (2022), Students must have the competence and the desire to read if they are willing to become mature and practical readers.…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Students’ Reading Motivation and Reading Comprehension at Eighth Grade Students Level

Radiyah

Astrid²,

Husnaini³

2023

educatio

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The purposes of this research were to find out: (1) there was a correlation between students’ reading motivation and reading comprehension of students at eighth grade level in Palembang, (2) How much motivation contributed to reading comprehension of students at eighth grade level in Palembang. The population of this research was three private schools in Palembang (SMP Islam Az-Zahrah 1 Palembang, SMP IT Harapan Mulia Palembang, and SMP Tarbiyah Palembang) which consisted of two hundred ten students. And then, one hundred ten students were selected as the sample using the convenience sampling technique. The data were collected by using MRQ questionnaire by Wang and Guthrie (2004) and a reading comprehension test. Pearson Product Moment and regression analysis were used to determine the correlation and the contribution between the two variables. The result showed a correlation between reading motivation and reading comprehension with r (.257). Besides, there was also the contribution of reading motivation and reading comprehension with 6,6%. This research could have implications for English teachers, students, and subsequent researchers.

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Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review

Cited by 7 publications

References 47 publications

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

Approaches for supporting adolescents’ reading motivation: existing research and future priorities

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

The Correlation between Students’ Reading Motivation and Reading Comprehension at Eighth Grade Students Level

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