Facts that Influence College Students’ Reading Motivation

This study investigated American college students’ reading motivation. A total of 1,437 (533 male and 904 female) college students across interdisciplinary areas voluntarily participated in the study by completing a self-reported survey. Two major research questions were addressed in this study. The first question investigated American college students’ reading motivation by the Motivation for Reading Questionnaire (MRQ) variables of self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation. The second question asked what variables influence American college students’ motivation to read by comparing gender, classification, age, race, language backgrounds, grades in major subjects and minor subjects. Descriptive analysis indicated that the mean scores of the extrinsic motivation scale (3.07) were higher than those of intrinsic motivation (3.05), self-efficacy (3.04) and social motivation (2.35) scales. A multiple linear regression statistical analysis confirmed that gender, age, classification, grade, race, and primary language were significant factors in college students’ motivation to read. Keywords: college students, reading motivation, MRQ

Understanding and motivation for reading in eighteenth-century Finland

Reading skills were part of Christian education in early modern Finland. According to the church law (1686), it was a task of parents to teach their children to read. If they were unable to do it, for example because they were illiterate themselves, they could receive help from their parish. It was important for a Christian to acquaint him/herself with the basics of Christianity by reading the Catechism. The ability to read was not sufficient. People were also supposed to understand the text they read. If they did not understand it, they were not motivated to read. Among the understanding strategies memorising was used most frequently. It was based on repetitive reading, which was a common reading strategy in early modern Finland – not least because the amount of books in vernacular was still small. The same texts were read again and again. The strategy is also called intensive reading. Better readers even used observation strategies. They estimated their knowledge and understanding during the reading process. According to Deci and Ryan (Motivation, Personality and Development within Embedded Social Contexts: An Overview of Self-Determination Theory, 2012), there are three fundamental psychological needs, which bring not only well-being but also motivation to people. They are competence, autonomy and relationship. In early modern Finland these needs were satisfied in various ways. In general, those who were more familiar with religious speech and reading, as a result of their family background or because of their friends, learnt quickly, made better progress and proved their competence and autonomy in reading. Others, who had less support from their family or community, had poorer religious vocabulary, more difficulties to understand what they read and less motivation to read. They were afraid of the examinations in the Catechism and of the social pressure in such circumstances. They also felt inadequacy in reading.

Absorbing narratives and Motivation to Read

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.

Re: Privacy; investigating the accessibility of online legal documents in relation to the privacy paradox

<p>Website Terms of Service and Privacy Policy documents are the delivery methods employed by online services to inform internet users of how information is treated on their platform. When users fail to read or understand these documents, many issues can arise. These issues take shape in the form of unwillingness to use services, misunderstandings of how online data is treated, and/or user concerns for personal privacy. Currently, the leading factors influencing user motivation to read these documents include (but are not limited to) document length, complicated language, and time required to read. To encourage users to engage with these documents, this research investigates the delivery methods service providers use to present these legal documents online. During the course of this investigation, the proposal of a new method of presenting website Privacy Policies to users is explored. This tool, ‘Re: Privacy’, was developed with the aim of increasing user awareness of online data treatment, whilst minimising the factors that dissuade users from reading the official document. Published alongside Re: Privacy is a comprehensive analysis of website legal documents and user understanding of these documents. This analysis also provides an investigation into user understanding of current website legal documents, and how user understanding can be improved.</p>

Re: Privacy; investigating the accessibility of online legal documents in relation to the privacy paradox

<p>Website Terms of Service and Privacy Policy documents are the delivery methods employed by online services to inform internet users of how information is treated on their platform. When users fail to read or understand these documents, many issues can arise. These issues take shape in the form of unwillingness to use services, misunderstandings of how online data is treated, and/or user concerns for personal privacy. Currently, the leading factors influencing user motivation to read these documents include (but are not limited to) document length, complicated language, and time required to read. To encourage users to engage with these documents, this research investigates the delivery methods service providers use to present these legal documents online. During the course of this investigation, the proposal of a new method of presenting website Privacy Policies to users is explored. This tool, ‘Re: Privacy’, was developed with the aim of increasing user awareness of online data treatment, whilst minimising the factors that dissuade users from reading the official document. Published alongside Re: Privacy is a comprehensive analysis of website legal documents and user understanding of these documents. This analysis also provides an investigation into user understanding of current website legal documents, and how user understanding can be improved.</p>

A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students’ intrinsic motivation to read

Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.

AN ANALYSIS OF THINK-PAIR-SHARE STRATEGY ON GOOGLE CLASSROOM IN READING AT SMKN 1 KUTA SELATAN

This study aimed at analysing the implementation of TPS strategy on Google Classroom in reading at SMKN 1 Kuta Selatan. Descriptive qualitative was used as a research design. A purposive sampling technique was applied to choose 3 English teachers and 117 students as the research subjects. An observation sheet, closed-ended questionnaires, and semi-structured interview guide were used to collect the data. The results show that the teachers create many forums on Google Classroom to implement TPS strategy, namely; posting a text, providing some questions, asking the students to work in pairs, and collecting the results of their discussion. Teachers' perceptions show that 84.37% are very good and 15.63% are good. While students' perceptions show that 8.82% are very good, 70,6% are good, and 20,58% are enough. Increasing students’ enthusiasm and motivation to read a text became one of the teachers' reasons for using TPS strategy on Google Classroom.

Culture of collaboration

Purpose: The purpose of this article is to report the results from a research project which focused on understanding how motivation to read is manifested and maintained in children with learning impairments. The participants were enrolled in a specialized university literacy program with graduate student clinicians. Method: An interpretative, qualitative study utilizing components of ethnography and microanalysis was employed to analyze video transcripts of recorded therapy sessions of speech-language pathology student clinicians and children with language disorders. These interactions were coded for the nature of their role in motivating children to read. Results and conclusions: This study revealed that a culture of collaboration was a hallmark of treatment that facilitated motivation in the participants. Two key characteristics of motivated behavior that emerged as a result of this culture of collaboration are identified and described. Additionally, three specific, collaborative, therapeutic strategies found to sustain motivation to read are described.

The impact of COVID-19 on early childhood reading practices

COVID-19 has changed the daily lives of families, impacted on work, social interactions, and mental health. Since spring 2020, parents have been working from home and children have been home from daycare and school. Parents are experiencing stress in an attempt to satisfy the demands of work, family, and COVID-19 concerns. Due to the fact that children have been home from daycare and school, parents have the sole responsibility of caring for and teaching their children until schools are able to fully and effectively meet the needs of educating students in an adapted format. Research provides a wealth of information documenting the advantages of parents reading to their children. Children benefit from read-alouds with parental interaction, and these benefits include an increase in oral language skills, reading comprehension, vocabulary, and an increase in motivation to read. The purpose of this study is to answer two questions: (1) Since parents were home more often with their children, were parents spending more quality time reading to their two-to four-year-old children? This can be defined as reading developmentally appropriate books to their children with their undivided attention; and (2) Since parents were home more often with their two-to four-year-old children, were parents reading more to their young children? Parents of pre-kindergarten students were surveyed to determine the answers to these questions.

THE USE OF LINE WEBTOON COMIC STRIPS TO UPGRADE STUDENTS’ VOCABULARY MASTERY

Vocabulary is the key for the learners’ language change in learning as a foreign language including English. However, Indonesian students still have problems in vocabulary building, particularly to memorize meaning of new words. This fact implies that they need effective ways to learn vocabulary. It would be more beneficial to use an effective vocabulary teaching technique to help the students in upgrading their vocabulary mastery. The use of relevant media in teaching vocabulary will also boost student’s motivation. The aim of this study was to reveal how Line Webtoon comic can be used to teach vocabulary, the student’s vocabulary mastery, and the student’s responses toward the use of Webtoon comic. The participants in this study were ninth-grade students and their English teacher. This research applied qualitative design. The data was gathered through observation during online learning in Google Classroom, student’s task and the interview process. Based on the data, the process of using Line Webtoon for ninth graders was successfully upgraded the students’ vocabulary mastery and motivation to read through online comic. It also showed that the students were interested to read because Webtoon consisted of many pictures and they were able to get many new words by using online media.