The Role of Parents in Adolescents’ Reading Motivation and Activity

Abstract

Parent support for reading is one of the many elements that may play a role in the development and sustainment of children's reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and primary-grade children's reading than in their older children's reading. Thus, this paper examines the findings and methodology of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative, and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices, and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents' in adolescents' reading motivation based on extant work and to encourage research that will help develop this sketch into a fuller portrait.How can parents help their children become lifelong readers? Much research has addressed this question by examining the role that parents play in helping preschool and primarygrade children become interested and skilled in reading. Reviews of this research indicate that parent involvement in their children's reading activities and their beliefs about reading both correlate with and have causal impact on reading motivation and achievement (Baker et al. 1997;Baker 2003;Senechal and Young 2008). Do these same positive effects occur at adolescence? Extant research concerning parent involvement in and encouragement of older children's and adolescents' reading motivation and activity suggests so, but this literature is limited in both quantity and methodology. To extend understanding of and, hopefully, inspire greater attention to the role of parents in adolescents' reading, this review offers critique and synthesis of existing studies, aiming particularly for their integration with

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

“…Children's reading generates their comprehension and understanding of what is encrypted in books and what the educators deliver in class (Guardino & Fullerton, 2010;Klauda, 2009;Law, 2011;Logan, Medford & Hughes, 2011) [27][28] [29] [30], which is critical to achievement of desirable learning outcomes for the preschool children (McMahon, Wernsman & Rose, 2009) [31]. The essence of children's reading is vast; for instance, children read to develop comprehensive learning skills that fuel the reading process (Lapp, [35].…”

“…For instance, free choice of books enables children to go for the books that best serve their interests and can motivate children to read. According to Gambrell, educators should give the children enough time to read as much as they can (Klauda, 2009) [28]. In such process, children are able to share what they have read, especially when they are situated in study groups (Logan, Medford & Hughes, 2011) [30].…”

Motivation to Read in a Second Language: A Review of Literature

“…A vast body of research now exists on L1 reading motivation (Baker & Wigfield, 1999;Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006;Guthrie, McRae, & Klauda, 2007;Klauda, 2009;LaCroix, 2014;McGeown, Norgate, & Warhurst, 2012;Wigfield & Guthrie, 1997;Wigfield, Guthrie, & McGough, 1996, among others). These studies, which have been conducted mainly on primary school children, affirm that the underlying structure of reading motivation is multidimensional, and that some types of motivation are stronger than others (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012).…”

Encouraging Critical Thinking and Professional Reading with Literacy Bags

“…Mour (1977) posited the logic in the assumption "a lifetime reading habit or the desire to read is transmitted to children via modeling by the significant adults in their lives" (p. 397). Of course, parents reside in the realm of significant adults, and rich research exists that validates the vital role parents play in leading children to embrace reading and writing enthusiastically (Baker & Scher, 2002;Chen, 2008;Keskin, & Bastug, 2014;Klauda, 2008;Klauda, 2009;Mour, 1977;Pomerants et al, 2007). However, children who lack role models for reading and writing in their personal world are particularly dependent on teacher modeling (Chen, 2008;Moje et al, 2008;Partin & Hendricks, 2002).…”