Fostering Intrinsic Reading Motivation by Enhancing Situational Interest in Reading

2005 ◽  
Author(s):  
A. Laurel Wagner
Keyword(s):  
Reading Motivation ◽  
Situational Interest ◽  
Intrinsic Reading Motivation

scholarly journals Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

2021 ◽  
Author(s):  
Ivar Bråten ◽  
Natalia Latini ◽  
Ymkje E. Haverkamp
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Prior Knowledge ◽  
Text Comprehension ◽  
Reading Motivation ◽  
Analytic Approach ◽  
Behavioral Engagement ◽  
Written Responses ◽  
Educational Implications ◽  
Intrinsic Reading Motivation

AbstractUsing a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

scholarly journals Effects of DynEd Reading Course on Students’ Reading Proficiency and Reading Motivation

2021 ◽  
Vol 2 (3) ◽  
pp. 426-436
Author(s):  
Bai Donna S. Aliman
Keyword(s):  
College Students ◽  
Reading Skills ◽  
Reading Motivation ◽  
Reading Proficiency ◽  
State University ◽  
Language Program ◽  
Proficiency Level ◽  
Success Course ◽  
Before And After ◽  
Intrinsic Reading Motivation

Dynamic Education (DynEd) International Inc. is a leading provider of Interactive Language Program designed to enhance learners’ English communication skills. This study aimed to determine the effect of the DynEd’s Reading course on reading proficiency and reading motivation of the students in Mindanao State University-Maguindanao during 2nd Semester of A.Y. 2017-2018. The study was conducted with the college students taking Job Enabling English Proficiency (JEEP) Start 2 courses. Sixty students were randomly selected among the eligible students to take Reading for Success course of the DynEd courseware. In this study, single group experimental with pretest and posttest design was used. The reading section of a TOEFL and Motivation for Reading Questionnaire (MRQ) by Wang and Guthrie (2004) were used as research instruments. The results showed that before DynEd Reading course was introduced, the students’ reading proficiency level was described as low. However, after the 8-week long intervention using courseware, the students’ reading proficiency level increased to intermediate level. Moreover, the students’ intrinsic and extrinsic reading   motivation level before and after the intervention were all found out to be in “motivated” level. It was also found out that comparison between the pretest and posttest in reading proficiency and intrinsic reading motivation were significant. It was then concluded that the DynEd Reading course is effective in improving the reading proficiency level and intrinsic reading motivation of the college students. The result implies that DynEd courseware is an effective tool to enhance the reading skills of the students.

Intrinsic Reading Motivation Questionnaire

2011 ◽  
Author(s):  
Sarah Logan ◽  
Emma Medford ◽  
Naomi Hughes
Keyword(s):  
Reading Motivation ◽  
Intrinsic Reading Motivation

scholarly journals Reading motivation and reading habits of future teachers

2017 ◽  
pp. 85-96
Author(s):  
Sergio Vera Valencia
Keyword(s):  
Reading Motivation ◽  
Reading Performance ◽  
Reading Literacy ◽  
Reading Habit ◽  
Future Teachers ◽  
Reading Habits ◽  
The University ◽  
Intrinsic Reading Motivation ◽  
Very High ◽  
Do So

According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.

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