The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use

Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

doi:10.1080/10888438.2019.1602836

Cited by 63 publications

(61 citation statements)

References 42 publications

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“…While it is important for teachers to have a good knowledge of children's reading interests and children's literature in general (e.g., Cremin, Mottram, Bearne, & Goodwin, 2008), it is also beneficial for teachers to learn more about children's motivations for reading, to fully understand what may prompt or encourage children to read. Indeed, inspiring and sustaining high levels of intrinsic reading motivation among primary school aged children is beneficial for children's reading activity/frequency, engagement and skill (Hebbecker et al, 2019; Miyamoto, Pfost, & Artelt, 2019). Literacy instruction within initial teacher education and teacher training therefore should ensure that there is sufficient focus to developing teachers' understanding of children's motivation to read, in addition to recognising the reciprocal relationship that exists between reading motivation and reading skill (Hebbecker et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Understanding reading motivation across different text types: qualitative insights from children

McGeown

Bonsall

Andries

et al. 2020

Journal Research in Reading

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Background: Primary school children engage in a wide range of reading activities, yet we lack insights into why children choose to read different text types. Furthermore, recent studies of reading motivation have been dominated by quantitative research; however, qualitative research is necessary to ensure that children's voices are represented when we study their motivations to read. Methods: Thirty-three children (aged 9-11) from a single school in Scotland participated in individual interviews that focused on understanding their breadth of reading activities and why they chose to read different text types. Interviews were transcribed in full, and a data-driven inductive thematic analysis approach was used to ensure that the full complexity of the data was realised. Results: Children's reading motivation varied considerably across the different text types. For example, children read books to feel happy, relaxed, excited or to become immersed in the story. They also read books to develop their reading skills, because they felt reading was important, or because it was a habit or familiar. On the other hand, children read newspapers to stay informed, comics as they were fun and easy to read, interactive games as they could direct the narrative and audio books when they were tired. Overall, children reported a wide and diverse range of reading motivations, these being closely linked to the different text types they read. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Resultsmentioning

confidence: 99%

Understanding reading motivation across different text types: qualitative insights from children

McGeown

Bonsall

Andries

et al. 2020

Journal Research in Reading

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show abstract

“…However, recognizing that motivators for reading vary in the extent to which they are selfdetermined is still useful for teachers. For example, it can help focus teachers' attempts toward increasing students' intrinsic motivation, given that it is more consistently associated with positive reading outcomes (e.g., Becker, McElvany, & Kortenbruck, 2010;McGeown et al, 2012McGeown et al, , 2016Miyamoto, Pfost, & Artelt, 2019;Wang & Guthrie, 2004) than extrinsic motivation.…”

Section: Feature Articlementioning

confidence: 99%

Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books

Wilkinson¹,

Andries²,

Howarth³

et al. 2020

J Adolescent & Adult Lit

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To encourage more adolescents to read books, listening to their perspectives and experiences of book reading is a good start. F rom childhood to adolescence, declines in positive attitudes toward reading and in the frequency of reading have been commonly cited. Starting in childhood (McKenna, Kear, & Ellsworth, 1995) and continuing throughout adolescence (Clark, 2019; McKenna, Conradi, Lawrence, Jang, & Meyer, 2012), educators are often concerned about the lack of interest, enjoyment, and engagement that many adolescents show toward book reading. However, in a recent U.K. literacy survey of children and young adults (n = 49,049), it was found that middle adolescence was a particularly vulnerable period for reading attitudes and engagement (Clark, 2019). Indeed, adolescents ages 14-16 reported enjoying reading less and were less likely to read daily than their younger (ages 8-14) and older (ages 16-18) counterparts (Clark, 2019). Furthermore, 14-16-year-olds were less likely to say that there were lots of things they would like to read and that they could find things to read that interested them. In the present study, we sought to understand adolescents' (ages 15 and 16) reasons for reading and not reading print books. To be succinct, we use the term books throughout to refer to print books. To promote book reading among adolescents, it is essential that teachers understand what motivates them to read books, as well as understand the challenges associated with encouraging book reading. Adolescents are engaging in diverse literacy activities (e.g., Clark, 2019; Korobkova & Collins, 2019), yet book reading has been consistently associated with a wide range of positive cognitive and academic outcomes. For example, students who read more books have better general knowledge, verbal abilities, reading comprehension/speed/accuracy, spelling skill, and school achievement (Duncan, McGeown, Griffiths,

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“…Hence, reading motivation plays a pivotal role in reading comprehension. Existing literature finds a positive and statistically significant association between reading motivation and reading outcomes, such as reading comprehension (Barber & Klauda, 2020;Miyamoto, Pfost & Artelt, 2019;Schiefele et al,2012;Schaffner & Schiefele, 2016). More recently, some studies have explored the link between instructional practice and reading motivation.…”

Section: Discussionmentioning

confidence: 99%

Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention

Khan

Hussain

2021

GSSR

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The objective of this research exercise is to examine how reciprocal teaching affects 7th-grade students reading motivation in the subject of English. To meet the desired objective, the study employed a quasi-experimental design. The intact classes were randomly allocated to the experimental and control group. The experimental group was instructed with reciprocal teaching strategies, while the control group was taught with the traditional method. The Motivations for Reading Questionnaire (MRQ) was administered before and after the intervention. The study employed Pretest-Posttest Nonequivalent Control Group Design for data collection. The data was analyzed using the independent sample and paired sample t-test. The results of the study revealed that the motivation level of students who were taught with reciprocal teaching is significantly higher than those students who were taught with the traditional method. These results suggest that reciprocal teaching should be incorporated in teacher education programs as appropriate instructional practice for reading.

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The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use

Cited by 63 publications

References 42 publications

Understanding reading motivation across different text types: qualitative insights from children

Understanding reading motivation across different text types: qualitative insights from children

Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books

Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention

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