Absorbing narratives and Motivation to Read

2021 ◽  
Vol 11 (1) ◽  
pp. 74-107
Author(s):  
Lotta-Sofia La Rosa ◽  
Aku-Ville Lehtimäki
Keyword(s):  
Quantitative Methods ◽  
Reading Motivation ◽  
Digital Reading ◽  
Motivation To Read ◽  
Reading Experience ◽  
Reading Experiment ◽  
Subscription Service

Abstract Digital reading has established its position, and thus research on how reading mode affects reading experience and enjoyment is needed. This study is based on a reading experiment with 89 14–15-year-olds who read or listened to an entire book in four different reading modes: paperbook, ebook, audiobook, and via a commercial subscription service. Using quantitative methods, we examine whether reading mode affects story world absorption as well as seek connections between gender, motivation, absorption and reading mode preferences. Based on the study, reading mode has no statistical impact on narrative absorption experience, measured by the Story World Absorption Scale. Instead, the experience correlates with reading motivation; an adolescent with higher motivation is more likely to feel absorbed while reading, regardless of reading mode. On average, girls experience higher reading motivation and absorption than boys. Less motivated seem to prefer audiobook whereas more motivated choose reading over listening.

scholarly journals An Experimental Study of Digital Reading Experiences

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Chien-Hong Chao ◽  
Huey-Wen Chou ◽  
Chih-Hao Tu
Keyword(s):  
Experimental Study ◽  
The Other ◽  
The Internet ◽  
Digital Learning ◽  
Digital Reading ◽  
Tablet Pc ◽  
Reading Behaviors ◽  
Reading Experience ◽  
Digital Devices ◽  
Learning Platform

With the popularity of the Internet and the development of information technology, digital reading has affected human reading styles. In essence, digital reading is different from conventional reading in many ways. The aim of this research focuses primarily on exploring the differences in reading behaviors among different digital reading devices. Results reveal that the reading experience on the Tablet PC is superior to that on the other two digital devices. Subjects in the Tablet PC group demonstrate the highest preference in terms of depth reading which implies that Tablet PC should be the most appropriate device for digital learning platform in the future. Discussion and suggestions are in the conclusions at the end of this paper. 

Desirability of Multimedia Hyperlinks in Fiction to Foster Pupil Reading Motivation and Immersion

2020 ◽  
pp. 79-109
Author(s):  
Claudio Vanhees ◽  
Mathea Simons ◽  
Vanessa Joosen
Keyword(s):  
Comparative Analysis ◽  
Mixed Method ◽  
Media Use ◽  
Reading Motivation ◽  
Literary Texts ◽  
Mixed Method Study ◽  
Literary Genre ◽  
Digital Reading ◽  
Recreational Reading ◽  
Reluctant Readers

Reading from digital screens has become increasingly common practice in educational and recreational reading. The response to this digital shift has been twofold. Some suspect it will harm children's ability to perform deep reading; others highlight its potential to support reading among different groups. Digital reading tools, such as fiction with multimedia hyperlinks, could engage particularly reluctant readers or children from low-literate families. This chapter presents the results of an experimental, mixed-method study that identifies hyperlink type and frequency desirability in literary texts. A comparative analysis of respondent perspectives revealed that teachers mark on average more explanatory and enriching hyperlinks than pupils. Pupil and teacher hyperlink type desirability are significantly influenced by respectively literary genre and reading motivation, and importance of pupil reading motivation and media use. Pupil and teacher explanatory hyperlink frequency are significantly influenced by respectively literary genre, and importance of pupil reading motivation.

scholarly journals Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning

2017 ◽  
Vol 56 (1) ◽  
pp. 48-73 ◽  
Author(s):  
Thijs M. J. Nielen ◽  
Glenn G. Smith ◽  
Maria T. Sikkema-de Jong ◽  
Jack Drobisz ◽  
Bill van Horne ◽  
...  
Keyword(s):  
Vocabulary Learning ◽  
Fifth Graders ◽  
Reading Motivation ◽  
Attention Problems ◽  
Digital Reading ◽  
Fifth Grade Students ◽  
Digital Books ◽  
Reading Materials ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning

In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children’s reading skills. Since reading books is challenging for many fifth graders—particularly for those genetically susceptible to attention problems—the researchers hypothesized that guidance from a digital Pedagogical Agent (PA) could improve students’ reading motivation and incidental vocabulary learning. Using a sample of 147 fifth-grade students, the researchers carried out a randomized control trial with three groups of students reading: (a) hardcopy (print) books, (b) digital books, and (c) digital books with a PA. For students with a genetic predisposition to attention problems, carriers of the DRD4 seven-repeat allele, the PA supported their incidental vocabulary learning. For noncarriers, there were no effects of the digital reading materials or the PA.

scholarly journals VOLITIONAL STRATEGIES THROUGH METACOGNITIVE DEVELOPMENT IN FOSTERING READING MOTIVATION

2017 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Vismaia S. Damaianti
Keyword(s):  
Junior High School ◽  
Reading Skills ◽  
Reading Motivation ◽  
Reading Skill ◽  
Self Monitoring ◽  
Motivation To Read ◽  
Metacognitive Development ◽  
Academic Achievements ◽  
Quasi Experimental ◽  
Volitional Strategies

Student’s reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students’ motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students’ reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students’ motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

A Mixed-Methods Study of Adolescents’ Motivation to Read

2017 ◽  
Vol 119 (5) ◽  
pp. 1-48
Author(s):  
Margaret Troyer
Keyword(s):  
Mixed Methods ◽  
Reading Achievement ◽  
Achievement Motivation ◽  
Low Income ◽  
Reading Motivation ◽  
Mixed Methods Study ◽  
Motivation To Read ◽  
Achievement Data ◽  
Public Charter Schools ◽  
Survey Results

Background Research has shown that reading motivation is correlated with achievement. Studying motivation in older students is particularly important as reading motivation declines over the course of elementary and middle school. However, current research largely fails to reflect the nuance and complexity of reading motivation, or its variation within and across contexts. Purpose This mixed-methods study investigates whether distinct reading motivation/achievement profiles exist for adolescents and what key levers foster adolescents’ motivation to read. This approach was designed to produce more generalizable results than isolated case studies, while providing a more nuanced picture than survey research alone. Research Design Seventh graders (n = 68) at two diverse public charter schools serving low-income students were surveyed regarding reading motivation and attitude. A cluster analysis of survey results and reading achievement data was conducted. One student per cluster was selected from each school for additional qualitative analysis (n = 8), and students and teachers (n = 2) were observed and interviewed. In addition, cross-case and cross-school analyses were conducted to determine key levers which may promote students’ motivation to read. Conclusions This study suggests that four distinct reading achievement/motivation profiles may exist. In addition, teachers have substantial influence on adolescents’ motivation to read. Teachers could benefit from gathering more information about students’ reading motivation and from promoting feelings of autonomy, competence, and relatedness.

Hyperparatextuality: Meaning-making in the digital reading frame

Book 2 0 ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Tully Barnett
Keyword(s):  
Meaning Making ◽  
Digital Age ◽  
Literary Production ◽  
Digital Reading ◽  
Reading Frame ◽  
Reading Experience ◽  
Fan Communities ◽  
History Of ◽  
Ways Of Thinking ◽  
The Relationship

In this article, I propose the concept of hyperparatextuality as a way of looking beyond the digital paratext to consider the distributed state of immersive reading in digitized and read-in-browser environments. Beginning with a look at the history of the paratext and its relevance in the digital age, this article considers the hyperparatexts of the HathiTrust reading panes in particular to explore the relationship between digitized texts and the platforms that house them. The concept of paratext and its evolving meaning in the digital age has intrigued researchers for decades as literary production, circulation and consumption responds to digitization and digitalization. Digital paratexts might include fan communities, digital editions to material books in the form of official and unofficial content, Goodreads and other reading-related and review websites, and Kindle highlighting tools. However, digitization introduces new reading materialities, interfaces and frames with buttons, links and hypertextual content. These 'read-in-browser' environments, websites through which we access digitized literary works, introduce new paratexts into the reading experience and require different concepts to understand them. When digital paratexts are also hypertextual, they operate differently. This article proposes some ways of thinking about this.

scholarly journals Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 117 ◽  
Author(s):  
Joel C. Meniado
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Motivation ◽  
College Level ◽  
Motivation To Read ◽  
Reading Interests ◽  
Academic Texts ◽  
Efl Students ◽  
Metacognitive Reading Strategies ◽  
Descriptive Survey

<p>Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invite<span style="text-decoration: line-through;">s</span> more thorough investigation along the same line of inquiry.</p>

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