Relevant bibliographies by topics / Reading Motivation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading Motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Reading Motivation"

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Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.

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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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Huang, Hsin-Chou. "Motivational Changes in an English Foreign Language Online Reading Context." Social Behavior and Personality: an international journal 41, no. 5 (June 1, 2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.

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This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.
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Li, Wu, and Yuehua Wu. "Adolescents’ social reading: motivation, behaviour, and their relationship." Electronic Library 35, no. 2 (April 3, 2017): 246–62. http://dx.doi.org/10.1108/el-12-2015-0239.

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Purpose Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour. Design/methodology/approach This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China. Findings The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self-development, peer recognition, information acquisition, personal interests and time killing. The research also found that different motivational dimensions exerted different influences on adolescents’ social reading activities. Specifically, the motivations of time killing and self-development are significant predictors of both the reading act and socializing act. However, information acquisition and personal interests were significant predictors only of the reading act, while social interaction and peer recognition significantly predicted the socializing act. Research limitations/implications The findings would be valuable for those who develop reading programs or administer adolescents’ reading practice. This study can help them understand the complexity of adolescents’ social reading motivation and distinguish between its different dimensions. Originality/value The study provides important insights into the nature of adolescents’ social reading motivation and how it relates to their social reading behaviour. It not only confirmed the multidimensionality of social reading motivation as a construct but also expanded the exploration of reading motivation and behaviour to the social media arena.
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Carpenter, Jordan M., Melanie C. Green, and Kaitlin Fitzgerald. "Mind-reading motivation." Scientific Study of Literature 8, no. 2 (December 31, 2018): 211–38. http://dx.doi.org/10.1075/ssol.18011.car.

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Abstract Previous research suggests a link between perspective-taking and the tendency to become immersed in narratives or literature. We extend that research by considering both individual differences and persuasion outcomes. Specifically, Mind-Reading Motivation (MRM) is an individual difference in the willingness to effortfully engage with other people’s perspectives and mental states. Stories may be most influential when readers put themselves in the place of another person, even a fictional other. In Study 1, higher MRM was correlated with more fiction reading but not more nonfiction reading. Studies 2a and 2b demonstrated that higher MRM was associated with greater transportation into a narrative. We replicated this effect in Study 3, showing that MRM was associated with both higher transportation and narrative persuasion. The effect of MRM on persuasion is mediated by connections to the characters. This research helps identify which individuals are most likely to be persuaded by narrative communications.
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Monteiro, Vera. "Promoting Reading Motivation by Reading Together." Reading Psychology 34, no. 4 (July 2013): 301–35. http://dx.doi.org/10.1080/02702711.2011.635333.

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Indrayadi, Toni. "Indonesian EFL Learners’ Reading Motivation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 2 (May 19, 2021): 335. http://dx.doi.org/10.21093/ijeltal.v5i2.745.

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Motivation in reading is very important for engaging learners in reading activity which can affect better reading comprehension. However, without motivation in reading can affect the worst reading comprehension. Therefore, motivation in reading needs to be constructed first by the teachers. This study examined whether intrinsic and extrinsic reading motivation different among students and reading motivation in general. This study used a descriptive quantitative approach with a survey design. Eighty-five third-year students voluntarily returned the motivation reading questionnaire about their motivation in reading. The data were analyzed through descriptive statistics using SPSS 23 and criteria-referenced and norm-referenced interpretations. From the analysis, it was found that most extrinsic reading motivation dimension percentages were slightly higher than intrinsic motivation and reading motivation dimension percentages in general in high category percentage. This study concludes that the external reason likely influenced students' motivation in reading. The students who were more motivated to read in this study were because of the expectation to get appreciation from others, good grades, better information from the text, and to finish the assignment. It also implies the theory of motivating students to engage with English reading texts.
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Bozgun, Kayhan, and Fatih Can. "The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation." International Journal on Social and Education Sciences 5, no. 1 (January 20, 2023): 51–65. http://dx.doi.org/10.46328/ijonses.383.

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The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.
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Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (July 1, 2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.

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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.
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Schutte, Nicola S., and John M. Malouff. "Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale." Reading Psychology 28, no. 5 (November 5, 2007): 469–89. http://dx.doi.org/10.1080/02702710701568991.

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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.
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Dissertations / Theses on the topic "Reading Motivation"

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Middleton, Margaret E. "Reading Motivation and Reading Comprehension." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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Janes, Jill L. "Families, motivation, and reading pre-adolescent students and their reading motivation and family reading habits /." [Ames, Iowa : Iowa State University], 2008.

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Seder, Laurie S. "Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280786.

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This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.
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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts
Ed.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
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Sim, Susan. "Home influences on children's motivation for reading /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18542.pdf.

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Similä, M. (Martti). "Designing a game for improving reading motivation." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201502271126.

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Opinnäytetyöni tutkimusaihe käsittelee lukumotivaatiota. Aihe löytyi syksyllä 2013 Lukuinto-projektin kautta, jossa yhtenä aliprojektina oli jääkiekkoa pelaavien poikien lukemista tutkiva projekti Kiekkoja ja Kirjoja. Syntyi ajatus lukumotivaation parantamisesta pelaamalla. Aihetta ei ole juurikaan tutkittu aiemmin ja lukumotivaatiota parantamaan pyrkivän pelin luominen tutkimusobjektiksi tuntui kiehtovalta. Aihe on tärkeä ja ajankohtainen, sillä esimerkiksi PISA-tutkimuksissa lukumotivaation ja lukemistaitojen on osoitettu vähentyneen viime vuosien aikana. Aihe on ollut esillä myös mediassa. Tutkimuskysymys opinnäytetyössä on: "minkälaisia ominaisuuksia lukumotivaatiota kasvattavassa pelissä tulisi olla?". Tutkimusmetodiksi valittiin konstruktiivinen tutkimus (DSR) ja itse pelin kehitykseen saatiin avuksi Tietojenkäsittelytieteiden laitoksen Projekti II-kurssi. Pelin evaluointi tapahtuisi suoraan kohderyhmän kanssa semistrukturoiduin haastatteluin ja kyselykaavakkein. Kohderyhmään valittiin Karjasillan yläasteelta 4 oppilasta ja Pateniemen yläasteelta 4 oppilasta, joista seitsemän olivat jääkiekon pelaajia ja yksi harrastaa aktiivisesti jalkapalloa. Taustakirjallisuutta opinnäytetyöhön ei juurikaan löytynyt, ainoastaan yksi kappale suoraan aiheeseen liittyviä tutkimuksia. Niinpä sen tueksi otettiin tutkimusalueet behavior change support systems, persuasive technology ja serious games, joiden pohjalta laadittiin ohjenuorat pelin kehitykseen. Ohjenuorat jakautuvat kahteen osaan: prosessiohjenuora, joka auttaa lukumotivaatiota kasvattavan pelin kehitystä prosessitasolla, ja PGD-ohjenuorat (Persuasive Game Development), jotka liittyvät suoraan pelin tarjoamiin ominaisuuksiin ja toimintoihin. Pelin genreksi valikoitui tabletilla pelattava tekstirikas seikkailupeli, Hockey Zombies — Escape from the Arena, jossa päähenkilön tavoitteena on päästä pakoon zombie-invaasion uhriksi joutuneelta jääkiekkostadionilta. Seikkailupeli sisältää paljon lukemista, lukemaan innostamaan pyrkiviä asioita ja ominaisuuksia sekä ongelmanratkaisutilanteita, jotka edellyttävät pelin tekstien huolellista lukemista. PGD-ohjenuorat saatiin implementoitua peliin ja pelin kehityksessä taustateorioiksi valitut self-efficacy theory ja social cognitive theory saatiin integroitua pelin ominaisuuksiin. Peli evaluoitiin kahdessa eri istunnossa Karjasillan ja Pateniemen koululla, joihin molempiin osallistui neljä jääkiekkoilevaa poikaa. Peli testattiin yksi kerrallaan pelaamalla peli alusta loppuun, jonka jälkeen testaaja siirrettiin adjektiivikorttitestiin, jossa tavoitteena oli valita 36 adjektiivista viisi parhaiten peliä kuvaavaa sanaa. Tämän jälkeen testaaja siirrettiin haastattelutilaan, jossa puolistrukturoidun haastattelun lisäksi peliä evaluoitiin tekemällä affect grid -testi, jossa kahdelle akselille arvioitiin pelin pelillistä arvoa ja pelin sisältämää lukemista. Tutkimustulokset olivat pienen osallistujamäärän takia ainoastaan suuntaa-antavat, mutta peli herätti kaikissa osallistujissa innostusta sekä peliä että sen sisältämää lukemista kohtaan. Pieni enemmistö tutkimukseen osallistuneista sanoi pelin vaikuttaneen lukumotivaatioon positiivisesti, mutta osa ei uskonut pelin voivan vaikuttaa lukemiseen. Tästä huolimatta kaikki peliä testanneet pitivät lukemisesta pelissä ja lähes kaikki testanneista ilmaisivat halunsa pelata samantyyppistä peliä uudelleen. Lukumotivaatiota ei näin lyhyessä tutkimuksessa ollut mahdollista mitata, mutta osaltaan innostus peliä kohtaan ja positiivinen suhtautuminen sen sisältämään lukemiseen voi kertoa jotain lukumotivaatiostakin. Tutkimustuloksena pelin evaluointi, PGD-ohjenuorat ja itse peli ominaisuuksineen voi olla hyvä suunnannäyttäjä siihen, että pelaamalla voi vaikuttaa lukumotivaatioon ja aihetta kannattaisi tutkia enemmän.
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Manning-Telisak, Alissa R. "Fostering reading motivation among second grade students." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009manning-telisaka.pdf.

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Poppe, Rebecca Lynn. "Reading Motivation in Upper Elementary Students: How Children Explain Reading For Pleasure." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4277.

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This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Larsson, Emelie, and Henrik Jalking. "Läsförståelse och motivation i grundskolan : Motivation som en framgångsrik faktor för god läsförståelse." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161667.

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Att ha ett brett språkregister har betydelse för vilka möjligheter individen ges för att kunna verka i samhället. Språket är nyckeln för att bland annat kunna uttrycka sig, stärka identiteten och sätta sig in i andra individers kulturer, tankar och sätt att se på världen. Färdigheter, motivation, strategier och tidigare kunskap ingår i läsförståelseutvecklingen och beskrivs som ett rörligt och målmedvetet förlopp. Uppdraget som ligger hos skolan är att hjälpa eleverna att stärka sitt självförtroende kring läsning så att motivationen och intresset för läsning ökar. Finns självförtroendet, väcks motivationen och intresset vilket i sin tur ökar chanserna att eleverna på fritiden väljer att läsa. Syftet med denna uppsats är att undersöka relationen kring läsförståelse och motivationsfrämjande stöd i grundskolan. Uppsatsen ger en överblick över forskningen om läsförståelsen bland svenska elever, tar upp vilka orsakerna bakom den försämrade läsförståelsen kan tänkas vara, förklarar varför det är viktigt att elever besitter god läsförståelse samt redogör för vad konsekvenserna blir om eleverna inte besitter kunskapen. Vidare belyser uppsatsen motivationens roll för att främja elevers utveckling av sin läsförståelse, i vilken utsträckning motivationen kan påverka elevers läsförståelse samt vilka faktorer som ligger bakom att individer blir motiverade och hur lärare kan nyttja motivationsfrämjande stöd i sin undervisning. Begreppen läsförståelse och motivation definieras, samt en redogörelse presenteras kring vad som utgör dessa två begrepp. Relationen mellan läsförståelse och motivation har i forskningen visat sig vara aningen vag, då det inte är tydligt hur stor påverkan motivation har för god läsförståelse. Trots detta har motivation ändå en relevans för läsförståelse då det ses som en av byggstenarna som utgör begreppet läsförståelse. Vår slutsats kring motivationens relation till läsförståelse är att motivationen spelar en betydande roll kring läsutveckling och läsförståelse och att motivationsfrämjande stöd bör ges till alla elever baserat på deras individuella förutsättningar.
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White, Kathy Jane. "Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2958.

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Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities Kathy White Department of Teacher Education Master of Arts The purpose of this study was to describe the differences and similarities among four second-grade students with different abilities and different motivations in the development of their reading attitudes and motivations. A multi-case study design was used to describe the literacy profiles of the participants. Data relating to participants' attitudes, motivations, and values for reading were collected for six weeks from conversational interviews, student observations, parent interviews, student histories, and interviews with previous teachers. Four major results were found in the areas of attitudes, motivations, and values. First, the results for attitudes showed high-ability students were confident readers who were motivated to take a leadership role in collaborating about reading. Students with low abilities had poorer reading self-efficacy, blamed others for not being able to read, thought they were unlucky in reading, and lacked the confidence needed to collaborate with others about their reading. Second, results for assessing motivation were unpredictable and varied from student to student. High- and- low- ability students were motivated by both extrinsic and intrinsic motivation. A third result showed participants in the study whose families were more involved in supporting reading at home, regardless of the participants' reading abilities, had high self-esteem, had future goals for learning, and were more motivated to read than the student from the home without achievement related values. Fourth, reading motivation scales may not be accurate with early elementary students. Qualitative methods are a more accurate source of information about young children's motivations to read. Hoping to read, another aspect of motivation, is discussed.
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Books on the topic "Reading Motivation"

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Empowered college reading: Motivation matters. Upper Saddle River, N.J: Pearson Prentice Hall, 2008.

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D, Fredericks Anthony, ed. The reading motivation idea book. Glenview, Ill: Scott, Foresman and Co., 1986.

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Malloy, Jacquelynn A. Essential readings on motivation. Newark, Del: International Reading Association, 2010.

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Malloy, Jacquelynn A. Essential readings on motivation. Newark, Del: International Reading Association, 2010.

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Gambrell, Linda B. Elementary students' motivation to read. [Athens, GA]: National Reading Research Center, 1996.

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Motivation und Lernen mit Texten. Göttingen: Hogrefe, 1996.

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Johns, Jerry L. Improving reading: Strategies and resources. Dubuque, Iowa: Kendall/Hunt, 2001.

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Orellana García, Pelusa, and Paula Baldwin Lind, eds. Reading Achievement and Motivation in Boys and Girls. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7.

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Institute for Academic Excellence (Madison, Wis.). Great ways to motivate students to read. Madison, WI (PO Box 45016, Madison 53744-5016): The Institute, 1997.

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Scott, Jennifer Ann. Raising motivation and self-esteem by increasing reading ability. Birmingham: University of Central England in Birmingham, 1999.

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Book chapters on the topic "Reading Motivation"

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Woolley, Gary. "Motivation." In Reading Comprehension, 131–46. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_9.

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Mottram, Marilyn, Katharine Young, and Kiran Satti. "Supporting readers' social motivation." In Reading Teachers, 56–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-7.

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Harpine, William D. "Is Oral Reading Important in Correcting Reading Failure?" In After-School Programming and Intrinsic Motivation, 21–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22845-3_2.

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van Elsäcker, Willy, and Ludo Verhoeven. "Sociocultural differences in reading skills, reading motivation, and reading strategies." In Studies in Written Language and Literacy, 265–86. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.19els.

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Savić, Vera. "Young Learners’ Motivation for Reading in English and Their Reading Achievement." In Рано и почетно учење страних језика у формалном образовању, 193–208. Београд: Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/fid.2019.9.ch10.

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Suárez-Fernández, Sara, and David Boto-García. "Unraveling the Effect of Extrinsic Reading on Reading with Intrinsic Motivation." In The Economics of Books and Reading, 63–89. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18199-3_4.

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Riggi, Daniele, and Jeroen K. Vermunt. "Students Reading Motivation: A Multilevel Mixture Factor Analysis." In Challenges at the Interface of Data Analysis, Computer Science, and Optimization, 567–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24466-7_58.

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Cao, Yijie, and Bing Xiao. "Research on Digital Reading App Design to Stimulate Reading Motivation of Teenagers." In Advances in Intelligent Systems and Computing, 63–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_10.

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Fiusa, Mariana, Cátia Peres, and Ana Luísa Marques. "Reading Motivation Factors Through Interactive Narratives and Augmented Reality." In Springer Series in Design and Innovation, 805–22. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-20364-0_67.

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Piasecka, L. "Chapter 17. Current Views on Foreign Language Reading Motivation." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 271–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-019.

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Conference papers on the topic "Reading Motivation"

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Spichtig, Alexandra. "Students With Higher Silent Reading Efficiency Report Higher Reading Motivation and Reading Volume." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583488.

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Jang, Ho-Hyuk, Mun-Koo Kang, and Young-Hee Kim. "The Effect of English Extensive Reading Activities on Students’ Reading Proficiency and Reading Motivation." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.19.

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Li, Mengyi. "Understanding Reading Motivation and Reading Achievement Gaps: The Case of NAEP." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443721.

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Brandmo, Christian. "Measuring Internet-Specific Reading Motivation and Engagement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570308.

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Orellana, Pelusa. "Reading Motivation and Reading Habits: Lessons Learned During the Pandemic in Chile." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887793.

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Yang, Mi-seok, and Jeong-kyoum Kim. "The Study of the Relationship among Reading Trend, Reading Motivation, Reading Attitude, and Self-directed Learning." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.19.

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Pernjek, Jasminka, and Monika Habjanec. "Developing reading skills and motivation through mobile phones." In INFuture2015: e-Institutions – Openness, Accessibility, and Preservation. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, Zagreb, Croatia, 2015. http://dx.doi.org/10.17234/infuture.2015.41.

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Malus Jeraj, Špela. "Strategies to Promote and Develop Preschool Children’s Reading Motivation." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.48.

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Latenko, Darya Sergeevna. "Encouraging and developing preschooler's motivation for reading children's literature." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111576.

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Aamri, Fatma Al, Stefan Greuter, and Steffen P. Walz. "Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship." In 2015 International Conference on Interactive Technologies and Games (iTAG). IEEE, 2015. http://dx.doi.org/10.1109/itag.2015.14.

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Reports on the topic "Reading Motivation"

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Guryan, Jonathan, James Kim, and Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20918.

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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