Dissertations / Theses: '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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Wang, Min-Tzu. "Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041084.

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Robinson, Jennifer Lynn. "English language learners' motivation to engage in reading." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/J_Robinson_041910.pdf.

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Li, Chun-ling. "Improving student reading motivation through web-based technologies." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039857.

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Li, Chun-ling, and 李振凌. "Improving student reading motivation through web-based technologies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039857.

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Saygi, Sukran. "Reading Motivation In L1 And L2 And Their Relationship With L2 Reading Achievement." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612361/index.pdf.

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In this study, reading motivations of university students enrolled in the preparatory school of a private university in Ankara were investigated. Firstly, the factors that constitute the reading motivation in Turkish and English were explored using a questionnaire which was adapted from the related literature. Then, the relationship between L1 reading motivation and L2 reading motivation was investigated. Next, the relationship between L1 and L2 reading motivation and L2 reading achievement was analyzed separately. In addition to the nature of reading motivation, students&rsquo
text selections and reading habits (how often, how long and how many pages they read) were included in the analysis. Finally, preparatory school instructors&rsquo
and students&rsquo
perceptions of reading motivation and the factors influencing it were scrutinized. In order to address the issues stated above, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. A total of 273 questionnaires were collected from the students in two instruction levels. In addition, fifteen teachers and eight students were interviewed. The findings indicated that there is a slight relationship between L1 reading motivation and l2 reading motivation. Secondly, L1 reading motivation and behaviors made no significant contribution to L2 reading achievement. However, L2 reading motivation and behaviors were found to be significant contributors of L2 reading achievement. Among these, while the factor anxiety was found to be a significant factor in pre-intermediate level and the factor comfort was the significant factor in the upper-intermediate level. Among the text selections, students prefer to read, transactional texts had a positive correlation with L2 reading achievement. Finally, time students spend reading in English was found to be a significant contributor. Apart from the questionnaire data, the teacher interviews revealed that several other factors affect students&rsquo
reading motivation and their reading comprehension such as the classroom-specific motivational variables and the family and educational backgrounds of the students.

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Sundin, Anette. "Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896.

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Detta är en kvalitativ studie inspirerad av hermeneutisk metodansats. Studien syftar till att försöka förstå hur elever i åk 3 och 9 upplever fenomenet läslust och vad som motiverar dem att läsa. Genom att utgå från elevers texter och deras beskrivningar av läslust och av vilka faktorer som motiverar eller hämmar läsning, har jag försökt att tolka elevernas uppfattningar om läslust. Studien är genomförd i två klasser på låg- respektive högstadiet och eleverna har med hjälp av frågor på en tankekarta fått skriva helt fritt om fenomenet läslust. Med stöd i en del av läs- och motivationsforskningen har jag försökt koppla elevernas texter till teorin och i analysen lyft fram och tolkat deras uppfattningar, känslor och upplevelser av vad läsning kan vara. Resultatet visar att elever uppfattar läsning som ett positivt måste om engagemanget, läslusten, finns. Eleverna beskriver hur de gör "mentala förflyttningar" eller känner "ett sug" efter att läsa. Elever som istället upplever olust och inte ser läsningen som något viktigt för dem, beskriver läsning som ett negativt måste, något "trist" eller "meningslöst" som skolan tvingar dem till. En slutsats i min studie är att undervisningen i skolan inte spelar den aktiva roll som den borde göra. Eleverna skriver inte i sina texter att lärare eller undervisning fungerat som en motiverande faktor för deras läslust. Denna slutsats har jag dragit utifrån ett begränsat antal elever och utifrån den uppgift jag gav dem och säger inget generellt om undervisningens betydelse för läslusten.

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Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.

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Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.

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Ashley, Kimberly D. "The effects of focused fluency practice on reading rate motivation and interest in reading." Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/1969.

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This study examines the effects of focused fluency practice on reading fluency, motivation, and interest in reading using a variety of research based strategies designed to improve fluency in struggling students. The twelve-week study looks at six third grade students with low achievement in reading. Multiple assessments and an assortment of methods included: repeated reading strategies, Reader’s Theatre, Quick Reads, humorous literature, and reading for a reason. Rationale for each strategy is given and individual student progress is profiled to show the effectiveness of using a variety of methods to improve reading fluency. Results found repeated readings of independent and instructional level texts to improve reading rates, error and self-correction rates in students with slow reading acquisition. The importance of reading motivation is highlighted using information from pre and post reading surveys.
Thesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instruction

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To, Suk-kwan, and 杜淑筠. "The effectiveness of a reading module in enhancing juniorstudents' reading motivation and conceptual knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039985.

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Ashley, Kimberly D. Kear Dennis. "The effects of focused fluency practice on reading rate motivation and interest in reading." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/1969.

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Mans, Leslie Nicole. "Literary Characteristics: How Book Series Characteristics Increase Reading Motivation." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336765999.

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Fisher, Francene Marie. "Does California's scripted curriculum affect students' motivation to read." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2797.

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This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.

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Davids, Rochelle. "Practices which contribute towards grade 6 learners’ reading motivation." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1861.

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Thesis submitted in fulfilment for the degree MASTERS IN EDUCATION in the FACULTY OF EDUCATION AND SOCIAL SCIENCES, 2010
Motivation is an important element in reading success. There is a concern that many learners are not choosing to read on their own and that independent reading opportunities during the school day appear to be diminishing. Research suggests that if children do not read on their own, they may lose some reading ability. The Department of Education conducts systemic evaluation tests to determine the literacy and numeracy levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high proportion of learners are scoring below the required level for the grade. There are a number of reasons why the learners are not performing at the required level for the grade but educators are determined to improve learners’ reading and comprehension skills. Many educators therefore ask, “How do I get my learners to read?” Not all learners are reluctant to read. Some learners do show an eagerness to read and write and they enjoy reading. These engaged readers are intrinsically motivated and value reading. In contrast, disengaged readers are inert and inactive and avoid reading. Often extrinsic measures such as punishment or rewards would coerce these learners to read. The aim of this study is to determine which teaching practices would motivate learners in a grade 6 class to read. Key theories which underpin this study are social constructivism, social learning theory and socio-cultural learning theory. Qualitative data and quantitative data were collected from interviews and questionnaires. The research tool which was used to measure the learners’ self concepts as readers and the value of reading is referred to as the Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling and Mazzoni (1996:520). Because the study followed an action research model, an intervention strategy was implemented which allowed the researcher to measure effects and to reflect on teaching practices and reading methodology.

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Simmons, McKenna Lyn. "Ninth-Grade Students' Motivation for Reading and Course Choice." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8531.

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The purpose of this explanatory mixed methods study was to better understand how 9th grade honors and general education language arts students valued reading, and to discover if there were any connections between the types of reading values, expectancies for success, and the student’s ultimate language arts course selection. This study was grounded in the expectancy-value theory and considered all 4 task values including utility, attainment, intrinsic, cost, and the expectancies (e.g., past experiences and reader identity) of the participants as well. First, a survey was administered to 9th graders (N = 118) enrolled in either a general language arts course or in an honors language arts course, and who were attending a public high school. The surveys allowed for a general overview of how these 9th graders viewed their motivation to read (based on reported expectancies and values) and how this motivation either influenced or did not influence their course enrollment decisions related to their 9th grade language arts course. Overall mean scores from the survey indicated the participants reported fairly high reading motivation. The results of a t-test comparing the mean score between the two groups indicated that there was a statistically significant difference between honors and general education students when it came to their reading motivation, with a medium effect size reported. A point biserial correlation analysis was conducted next to determine if there were significant correlations between course selection and the values and expectancies. The results indicated that the higher a student’s reading motivation, which was based on the survey score, then the more likely the student was to enroll in an honors language arts course. Attainment was the only value that also reported a positive and statistically significant correlation. After the surveys, six participants were identified and invited to participate in semi-structured interviews. The interview participants were chosen using purposive sampling. Two of these 9th graders were identified as having a high score on the motivation survey, two 9th graders with a medium score on the motivation survey, and two 9th graders with low scores on the motivation survey. The interview findings revealed six themes that emerged from the data analysis including reader identity, perceived competence, cost and choices to read, conflicting emotions and feelings about reading, perceived reading usefulness and expectations for reading in life, and course enrollment decisions. The findings of this study provide information about how 9th graders see and value reading, how these 9th graders are motivated to read, and how teachers, school leaders, and counselors can better support 9th graders as they make decisions about which course to enroll in so that students may be able to reach their full academic and vocational potential.

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Cipiti, Ashley Faye. "Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.

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Olofsson, Anna, and Emelie Persson. "Att motivera elever till läsning : En intervjuundersökning om hur lärare i årskurs 1–3 säger sig arbeta med läsmotiverande strategier." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75907.

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Studiens syfte är att undersöka hur lärare i årskurs 1–3 säger sig arbeta med skönlitteratur i undervisningen för att stimulera elevernas inre och yttre motivation till läsning. Den metod som användes för att samla in material är semistrukturerade intervjuer. Intervjuer gjordes med fem lärare som arbetar i årskurs 1–3. Utgångspunkten för studien är tidigare forskning om läsmotivation samt teorier om begreppen inre och yttre motivation. Resultatet visar att lärarna arbetar på många olika sätt för att öka elevernas läsmotivation. De använder olika läsutmaningar för att eleverna ska läsa mer och de samtalar med dem om varför det är viktigt att läsa. Däremot visar resultatet att lärarna inte fokuserar på begreppen inre och yttre motivation i någon större utsträckning. Resultatet visar också de svårigheter lärarna möter i arbetet när de ska motivera eleverna till läsning. Lärarna berättade att en del elever inte har någon läskultur hemifrån och att vårdnadshavarna inte är stöttande när det kommer till läsning. Detta anser lärarna vara ett problem då det kan vara svårt att få dessa elever motiverade till läsning.

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Leou, Yea-mei, and 柳雅梅. "Influence of Balanced Reading Instruction on Students’ Reading Ability and Reading Motivation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74582787726923052248.

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博士
國立臺南大學
教育經營與管理研究所博士班
93
Abstract This study was designed to find out the principles for designing a balanced reading program for the elementary school students in Taiwan, and to test how this balanced reading program influence on the students’ reading ability and reading motivation. The participants were seventy-two fifth graders. Thirty-six students were in the experimental group, including 18 boys and 18 girls, and 36 fifth- grade students in the controlled group, including 18 boys and 18 girls. The experimental teaching lasted for nine weeks. The reading ability in this study meant the ability of word recognition and reading comprehension. The reading subtest and the spelling subtest of The Wide Range Achievement Test, the sound subtest of the English Word Recognition and the meaning subtest of the English Word Recognition were used to test the students’ word recognition ability. The sentence comprehension subtest of the English Achievement Test was used to evaluate the students’ comprehension ability. The Motivation for Reading Questionnaire was used for reading motivation. Pretests and posttests were used before and after the intervention. Ancova was used to analyze the data. Besides, questionnaires of learning, questionnaires of reading, interviews and the teaching journals were used to gather further information about the program. From the review of literature, the consideration of the national education policy and the practical teaching in the classrooms, the researcher suggested that five factors should be taken into consideration when creating a balanced reading program. First, as for environment, the classroom should be abundant with learning materials and posters. There should be a reading corner for the kids. Second, as for the choosing of the reading materials, connecting with the children’s life experience, predicative, fitting the kids’ language ability, having useful and attractive pictures, being interesting, having suitable length and clear layout, being able to act as a play and being able to extend the school learning were the principles. Third, as for the principles of phonics, the combinations between the most common words announced by the Ministry of Education and Fry (2001) common phonics rules were good choices. Fourth, as for the strategies of reading comprehension, prediction, asking, looking for related clues, summary and review, and ministering were strategies worthy of teaching. The results showed that the experimental group scored significantly higher than the controlled group in reading subtest, sound subtest, meaning subtest, comprehension subtest, and reading motivation test after the intervention. Besides, the main findings from the data of the questionnaires, interviews and the teaching journals were consistent to the above statistic results. This study proved that a balanced reading instruction had positive influences on students’ reading ability and reading motivation. Suggestions were provided to the administrators and English teachers according to the research results.

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Tsai, Hsiao-Chen, and 蔡曉珍. "A Study of Online Reading Tests on Reading Motivation and Reading Effectiveness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/v9g89e.

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碩士
義守大學
資訊管理學系
106
The main purpose of this study was to explore the relevance of primary school children participating in online reading tests for reading motivation and reading effectiveness. Through the questionnaire survey, students were asked whether motivation for reading through motivational system, family support and online reading test were influenced by the number of books, and student''s reading effectiveness was analyzed through literacy test. The results of this study found: 1、To explore the current motivation of third grade students of different backgrounds in reading motivation. (1) There is no significant difference in "gender" and participation in reading motives. (2) There is no significant difference in the reading motivation of "parental education". 2、Students have higher motivation for reading because of higher rewards. 3、Students have higher reading motivation due to higher family support. 4、The higher the student''s reading motivation, the higher the impact of the test on this number. 5、The higher the number of student quizzes, the higher the impact on reading performance.

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HSU, JEI-CHEN, and 許瑞真. "The Effects of Routine Reading Activities on Preschoolers’ Reading Motivation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4fmpm6.

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碩士
國立臺南大學
幼兒教育學系碩士班
106
A habit of reading facilitates young children’s social, emotional, cognitive, and literacy development; however, in her practice as a early childhood educator, the researcher has observed that most young children’s reading motivations are quite low. In addition, picture books are the most frequently used reading materials with preschool children, but most early childhodd educators use picture books only to reinforce curricular themes, which does not tend to increase reading motivation. Therefore, the researcher integrated a variety of reading activities into the routine activities of a preschool, so as to provide opportunities for the children to read regularly on a daily basis. She investigated the effectiveness of this teaching strategy through action research. The research setting was the Apple class taught by the researcher. Six preschool children who exhibitied low reading motivation were selected as research subjects for a one-year study to investigate the effect of routinized reading activities on young children’s reading motivation. The study found that the children’s reading motivation increased in four areas, including: the quantity and types of picture books read, reading quality, reading participation, and reading confidence. The study also found that the children’s reading motivation was influenced by four factors, including: the creation of a reading environment, the provision of diverse and rich range of picture books, the opportunities for peer interaction, and the teacher’s attitude towards reading. Based on these findings, recommendations are offered for educators, the Department of Education, and future research.

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Wang, Ya-hui, and 王雅卉. "EFL Eighth Graders' Englisg Reading Motivation, English Reading Attitude, and English Reading Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82972405659316538368.

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碩士
國立彰化師範大學
兒童英語研究所
99
This study aimed to explore the eighth graders’ English reading motivation and English reading attitude in Taiwan and investigate the relationships between English reading motivation, English reading attitude, and English reading achievement. Gender differences in English reading achievement, English reading motivation, and English reading attitude were also examined. Hypothesizing that the constructs of English reading motivation and English reading attitude may be different from the constructs in L1 contexts, the present study attempted to reveal the constructs of English reading motivation and English reading attitude in an EFL context. The researcher further investigated the relationships between English reading motivation, English reading attitude, and English reading achievement. Participants in this study were 202 eighth graders, containing 89 males and 113 females, in Nantou County. All the participants completed an English reading motivation questionnaire and an English reading attitude questionnaire modified by the researcher of the study. The items of the questionnaires came from the following two sources: 1) a number of published questionnaires and 2) an expert’s suggestions. The English reading motivation questionnaire contained two parts, namely student background information and twelve cimponents of English reading motivation. The English reading attitude questionnaire included three sections, namely students background information, the three-component model of attitude, and attitude toward different reading materials. All the participants took the English reading comprehension test. The data were processed using statistical package SPSS19.0 for Windows version. Item analysis and reliability analysis were carried out to validate the underlying variables of English reading motivation questionnaire and English reading attitude questionnaire, which were conducted in the main study, and to delete items that were not reliable and valid. Cronbach’s α and construct reliability were calculated to confirm the reliabilities of the two instruments. The collected data were analyzed using exploratory factor analysis (EFA), descriptive stastics, t-tests, correlation analysis, and multiple regressions. Twelve factors were extracted from English reading motivation: reading efficacy,reading challenge, reading curiosity, reading involvement, importance of reading in English, reading for grades, reading compliance, reading avoidance, reading for recognition, social purposes of reading English, competition, and integrative orientation. With regard to English reading motivation, the gender difference only was found in the dimension of competition. English reading attitude involved affective, behavioral, and cognitive components. Moreover, attitude toward recreational and academic reading also can be included in the questionnaire to reveal the participants’ English reading attitude. For attitude toward reading English, the gender difference was found in the affective component. Attitudinal components have no significant relationship with the English reading achievement. Except for reading efficacy, the relationship between other components of English reading motivation and English reading achievement were found. Futhermore, results revealed no attitudinal components could significant predict English reading achievement and competition is the greatest predictor of English reading achievement.

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Sung, She-Ping, and 宋詩蘋. "The Effects of Sustained Silent Reading on The Reading Motivation And Reading Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/63546462939241265038.

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碩士
華梵大學
工業工程與經營資訊學系碩士班
103
The purpose of this research is to investigate the effect of sustained silent reading (SSR) on reading comprehension, reading attitude, and ability of word recognition of elementary school students in the 5th grade. Students from two classes participated in the experiments. One class, as the experimental group, was implemented SSR every day, while the other class, as the control group, received conventional teaching courses. 1200 minutes of reading experiments were conducted by 15 minutes daily, 5 days a week for 16 weeks. The results are summarized as follows: 1. SSR can effectively improve the students’ “reading motivation”, “ability of reading comprehension”, but not “ability of word recognition”. 2. The students’ gender and the intensity of internet usage do not have significant difference in “reading motivation”, “ability of reading comprehension”, and “ability of word recognition” after implementing SSR. 3. Students give positive comments on SSR.

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Ke, Pao-Chiao, and 柯寶喬. "Reading Motivation, Reading Strategy and Reading Behaviors for English of Junior High Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76921647719185559192.

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碩士
大葉大學
教育專業發展研究所
100
Junior high school education is the foundation of high school education; therefore, it is important for us to pay attention to junior high school students’ English learning situation. The main purpose of this study is to understand different backgrounds of junior high students’ English reading motivation, reading strategies and differences in reading behavior. Secondly, to explore English reading motivation, reading strategies and reading behaviors in different related situation. Finally, the analysis of English reading motivation, reading strategies and reading behaviors are predicted. This study used questionnaires and the data are collected from central Taiwan. Main subjects are students of public junior high schools. The data are analyzed with statistical software SPSS 12.0 for descriptive statistics, t test, one-way ANOVA, Pearson correlation and multiple regression analysis to analyze the relationship between the variables, the difference and predictability. The findings were as follows: 1. Majority of junior high students shown intrinsic motivation in reading motivation. 2. In performances in English reading strategies, the results from high to low are: meta-cognitive strategy, memory strategy, compensation strategy, social strategy, cognitive strategy. 3. Majority of junior high students shown significant behavior in English reading behavior. 4. In terms of background variables, junior high school students showed significant differences in English reading motivation, reading strategies, reading behavior. 5. Significant correlations were shown between Junior high school students’ reading motivation, reading strategies, reading behavior. 6. The reading motivation and reading strategies significantly predict the reading behavior of Junior high school students. Based on the previous studies and the research results, suggestions were made for parents, teachers, educational administrators and future researchers respectively.

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Yeh, Yen-Yu, and 葉晏瑜. "The Effects of Knowledge Building on Reading Comprehension, Reading Motivation and Reading Anxiety." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/67v43k.

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碩士
國立政治大學
教育學系
107
The aim of this study was to investigate the effects of knowledge building activities on students' English reading comprehension, reading anxiety, and reading motivation. Participants in this study were two groups of ninth-grade students from a junior high school in Taipei. Knowledge building activities were integrated into English reading classes of the experimental group (n=14), while students in the control group (n=17) were engaged in a collaborative learning environment that highlights division of labor. Both groups of students used Knowledge Forum as an online platform to enhance their learning. The research questions of this study include: (1) what is the effect of integrating knowledge building activities into English reading classes on improving students' reading comprehension? (2) does the integration of knowledge building activities into English reading classes reduce students' reading anxiety? (3) does the integration of knowledge building activities into English reading classes arouse students' higher reading motivation? (4) does the integration of knowledge building into English reading classes help students produce high-quality ideas? (5) what are the differences between the two treatment groups of students' activities on knowledge Forum? Data sources include: (1) pre-and post-tests from PIRLS (Progress in International Reading Literacy Study) reading comprehension test; (2) pre-and post-tests from reading anxiety scale; (3) reading motivation scale; (4) essay questions related to life experience; and (5) posts on Knowledge Forum. Data were analyzed by one-way ANCOVA, paired t-test, independent samples t-test, qualitative analysis and behavior sequential analysis. The main findings are as follows: (1) compared with the control group (i.e., learning through collaborative learning that highlights division of labor), the integration of knowledge building activities into English reading classes leads to deeper levels of reading comprehension of students; (2) the integration of knowledge building activities into English reading classes shows no significant effect on reducing students' English reading anxiety; (3) the integration of knowledge building activities into English reading classes is not superior to collaborative learning environment in arousing students' English reading motivation; (4) the quality of the ideas produced by students in the experimental group is better than that of students in the control group; (5) most of the posts from the experimental group are diversified and related to personal life experiences of the students; however, the posts from the control group are monotonous and confined to discussion regarding the textbook vocabulary and the meaning of text content.

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Lee, Hui-Fen, and 李惠芬. "A Study of the Relationship among Classroom Reading Environment, Reading Motivation and Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02067193783126591440.

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碩士
國立屏東教育大學
教育心理與輔導學系碩士班
101
The major purposes of this study were: (1) to construct a comprehensive classroom reading environment scale for 4th and 5th grade students in Taiwan; (2) to survey students’ self-perceived level of classroom reading environment; (3) to study gender, grade level, school size, and rural/urban differences on students’ self-perceived classroom reading environment; (4) to test the hypothesized relationship among classroom reading environment, reading motivation and reading comprehension. A stratified random sample of 1102 4th and 5th grade students from 13 elementary schools in Kaohsiung City, Taiwan, were selected. In addition to the “classroom reading environment scale,” the “Motivation for Reading Questionnaire” (楊雅淇, 2012) and the “Reading Comprehension Test” (黃琬玲, 2010) were employed in this study. The findings of this study are: (1) Five factors (i.e., classroom reading resources, teachers’ responses to students’ reading, teaching reading strategy, teachers’ support to reading, and peer social interaction in reading) were extracted from the “Classroom Reading Environment Scale” using exploratory factor analysis, and this correlated five-factor model and a second-order factor model were supported by the results of confirmatory factor analysis. Cronbach coefficients range from .80~.95 for the five and total scale. (2) Significant gender, grade level, school size, and school location differences on students’ self-perceived level of classroom reading environment were found. (3) Moderate correlations existed between classroom reading environment dimensions and reading motivation dimensions (.31~.57); however, only low correlations were found between classroom reading environment dimensions and reading comprehension (-.11~.14). (4) The results of structural equation modeling suggested that classroom reading environment affects children's reading motivation, and children's reading motivation in term affects their reading comprehension; while no direct effect of classroom reading environment on reading comprehension was found. Discussions and suggestions are provided based on the results of this study.

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Ma, Yu-Hwa, and 馬玉華. "Integrated Reading Instructional Effects on EFL College Freshmen’s Reading Attitudes/Motivation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/68297927895412955040.

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博士
淡江大學
英文學系博士班
102
This study investigated instructional impacts on learners’ reading attitudes/motivation, the relationship between materials and learners’ reading attitudes/motivation, required reading and learners’ reading attitudes/motivation and what changes are needed for this instruction to better reflect the learning needs of low achieving students. The participants were fifty seven Applied Foreign Languages freshmen from three different programs in a private Institute of Technology at Eastern Coast Taiwan. They received integrated reading instruction which strategies were taught with a class reader in the fall semester of 2011. Both quantitative and qualitative data were collected including pretest and posttest reading attitudes/motivation questionnaires, course evaluation surveys, and follow-up interviews, student feedback sheets, book reports, and teaching logs. The quantitative results of paired samples t-test indicated there was no significant difference in learners’ reading attitudes/motivation except for two items: “I had good attendance in this class.” and “I shared the reading materials I read with classmates and friends.” The independent samples t-test showed that in-class reading group was significantly different from out-of-class reading group after instruction and this result supported the instructional impacts on learner reading attitudes/motivation. Moreover, in-class reading group adopted more active role in class participation than out-of-class reading group. This class experience raised learners’ awareness of the importance of personal engagement both in and out of the classroom in their reading progress. The Pearson Correlation analysis revealed that instructional materials that were interesting, easy, and helpful for learning were likely to lead to positive attitudes/motivation. However, students with better reading attitudes/motivation tended to choose more difficult levels of readers for independent reading. Qualitative results indicated that class reader accompanying movies and songs were motivating. Materials for independent reading were perceived better when it was not too difficult or too easy to discourage reading. Reading graded readers which emphasizes reading for general meaning can be challenging for students who are used to the traditional teaching. In addition, students who were willing to comply with reading requirements have better reading attitudes/motivation. Whether this successful experience could continue depended more on external factors such as required reading, peer influence, teacher recognition/encouragement than on motivation from learner themselves. Learner passivity, reluctance to read, time spent on reading, and difficult to find an appropriate level of readers were emerged reasons for students who failed to comply with the reading assignments. Students preferred guided reading assisted by teacher explanation. A combination of reading with oral reading, speaking, and writing will improve learner interest in reading. Inclusion of reading time in class will provide learner opportunity to read English.

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Wu, Kan Su, and 吳侃書. "The Relationship of College Students’ English Reading Motivation and Reading Behaviors." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75317406536813497169.

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碩士
康寧大學
應用外語研究所
104
Reading is essential in learning. The trigger of reading motivation will influence reading. Also, reading behaviors refer to the acts that individuals are involved in reading. Therefore, this study aimed to investigate college students’ English reading motivation and reading behaviors. Variables, including genders, grades, and majors were explored to see if there were differences in terms of the English reading motivation and reading behaviors. In addition, the relationship between college students’ English reading motivation and reading behaviors was also investigated. This study employed questionnaires, and 260 college students from three universities in south Taiwan were chosen as the participants of this research. Data collected from 250 valid questionnaires were then analyzed, using descriptive statistics, independent sample t-test, and Pearson product-moment correlation. The major findings of this study were as follows: 1. The reading motivation of the freshmen and sophomores were found significantly higher than that of the juniors and seniors. The reading motivation of the English major students was significantly higher than that of the non-English major ones. 2. Freshmen and sophomores demonstrated positive reading behaviors significantly. Likewise, English major students had a significantly difference in reading behaviors, compared to non-English majors. 3. Students' English reading motivation and behaviors are highly significantly correlated. Finally, based on the findings of this study, some pedagogic applications were suggested.

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Fang, Huang Chin, and 黃靜芳. "The effects of Concept-Oriented Reading Instruction on reading motivation、reading strategies、reading comprehension and concept knowledge." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73699639114619117816.

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Ming, Huang Min, and 黃敏鳴. "The Analysis of the Influence of Extensive Reading on Learners' Reading Motivation and Reading Performance." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06713442546228263488.

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碩士
大葉大學
應用外語研究所
96
ABSTRACT The study aims to examine whether the practice of extensive reading can help college students improve their reading performance and motivation to read. Subjects were freshman students majoring in English at Da-Yeh University. Students in the experimental group were required to read 4 extensive readers and allowed to select their preferred reading materials from the Penguin Readers Series. To keep track of these participants’ reading process, students were requested to write books reports and give a presentation of their reflection on one of the books they read. A questionnaire was developed to measure students’ reading habit and motivation to read. The intermediate level GEPT reading test was used to measure students’ reading performance. To better understand the effect of extensive reading, interviews with the participants in the experimental group were also conducted. Analysis of students’ responses to the questionnaire showed that extensive reading gained the popularity of the subjects in the experimental group. They not only developed a more positive attitude toward the practice of freely selecting their own reading materials and but also improved their reading speed after the implementation of the program. No significant difference was found for the effect of extensive reading on students’ overall GEPT reading scores. However, after dividing students’ reading performance into three categories, vocabulary, cloze, and comprehension, further analysis of their reading scores showed some noteworthy results. First, both the experimental group and control group made a significant improvement in their vocabulary. This implies that extensive reading does help students gain more vocabulary; nevertheless, it may not be the only factor that contributes to the gaining of students’ vocabulary. Second, extensive reading fails to produce a significant difference between the pre- and posttest reading comprehension scores for the experimental group in the study. On the other hand, a significant difference was found for the control group. Unexpectedly, students’ posttest comprehension scores were found to be significantly lower than their pretest scores. The result may suggest that extensive reading could have at least exerted its influence on maintaining participants’ reading comprehension ability. One of the reasons that extensive reading fails to improve students’ reading performance may be due to limited time for the implementation of the program. During the interviews with the subjects in the experimental group, students demonstrated high expectation and eagerness to express their opinions. This indicated that their motivation and spontaneity in reading have been fairly enhanced. The most salient finding of the present study was that most participants felt that extensive reading was interesting and helpful.

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Tsai, Yi-Fang, and 蔡依芳. "A Study of Reliability and Validity of Reading Motivation Questionnaire:Using Wigfield’s the Motivation for Reading Questionnaire as an example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94433796903355035909.

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碩士
國立彰化師範大學
教育研究所
99
The purpose of the study was to verify the reliability and validity of reading motivation questionnaire （the Motivation for Reading Questionnaire, MRQ）developed by Wigfield and his colleagues and investigate the conformability of this questionnaire in Taiwanese sample. This questionnaire included three constructs and eleven aspects. Questionnaires were implemented to a sample of fourth graders and seven graders in four parts of Taiwan. The collected data were analyzed using structural equation modeling to validate the model fit of hypothesized model. First, the results indicated that the model of reading motivation scale developed by Wigfield conforms to Taiwanese sample. Second, female students’ reading motivation in each aspect was higher than male students’. Third, fourth graders’ reading motivation in each aspect was higher than seven graders’. It meant that there were differences on reading motivation in genders and ages.

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Lin, Hui-Juan, and 林慧娟. "Family Literacy Environment, Reading Motivation, and Reading Comprehension of Elementary Second Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/21476505480692873129.

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碩士
國立臺中教育大學
幼兒教育學系碩士班
96
The purposes of this research could be put specifically: 1) to perceive the status quo of elementary second graders’ reading motivation, family literacy environment, and reading comprehension , 2) to probe into the differentiation on reading motivation, home literacy environment, and reading comprehension of elementary second graders with different backgrounds, and 3) to grasp the relationships between reading motivation , home literacy environment, and reading comprehension among elementary second graders. This research selected 12 classes of second grade from three public elementary schools of Taichung city, using the method of cluster sampling. After keying in the data, analysis and test are undergone by means of the statistic methods such as descriptive statistics, t-test, one-way analysis of variance, product movement correlation, and multiple-regression. Main findings are as follows: 1. The second-grade elementary school students in the urban areas of central Taiwan roughly reach the standard above the general level in reading comprehension. 2. Girls’ reading motivation is better than boys’. Students who come from the high social-economic status score significantly higher than students from the low social-economic status. 3. Girls’ reading comprehension is better than boys’. High and middle social-economic students report significantly higher scores than those low social-economic students in reading comprehension. 4. For the second-grade elementary school students in the urban areas of central Taiwan, there is positive low correlation between reading motivation and comprehension. 5. For the second-grade elementary school students in the urban areas of central Taiwan, there is no significant correlation between reading motivation and home literacy environment. 6. For the second-grade elementary school students in the urban areas of central Taiwan, there is positive correlation between home literacy environment and reading comprehension. In accordance with the chief part of discovery and conclusion from this research, the suggestions concerning many aspects like educational organizations, schools, parents, and follow-up study are put forward.

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Hsu, Cheng-Chun, and 許程鈞. "Impact of Film Media on Junior Students' Reading Motivation and Reading Behavior." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25380285726958692098.

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碩士
中華大學
科技管理學系碩士在職專班
100
In recent years, reading issue has been increasingly concerned by the public because reading ability is the basis of all learning. A person with strong reading ability may also possess a lifetime learning skill. Nevertheless, according to the Program for International Student Assessment (PISA) held once in three years by the Organization for Economic Cooperation and Development (OECD), the reading ability in Taiwan has been on the decrease year by year (in 2006 reading ability ranked the sixteenth, and in 2009, the twenty-fifth). In view of this assessment result, the study aims at finding out the Impact of film media on junior high students' reading motivation and reading behavior. It is hoped that we can explore more effective teaching &; reading strategies. In this study, we chose the ninth graders at two classes in Taoyuan City as our objects. A class was applied to be the experimental group (35 persons) for implementing film media teaching before reading activities; the other class to be the control group (33 persons) for simply implementing reading discussion. The duration of experimental handling took 40 days, during which both two classes conducted four reading discussions. In the study, we used questionnaires to collect data, and also adopted descriptive statistics, independent sample t-test, multiple regression analysis, one-way ANOVA analysis, and two-way ANOVA analysis and other methods for data analysis. The findings of the study show that: 1. Film media teaching can help to enhance the reading motivation of the junior high school students with a positive impact on students' reading behavior. 2. Film media teaching can benefit girls more than boys in reading performance. 3. Spending time playing video games and watching TV will affect the reading motivation and reading behavior of junior high school students. 4. Reading behavior will be affected by different reading motivations. 5. Family factors will have impacts on different reading motivations. In conclusion, we have offered proposals based on the findings of the study to be used as references for decision making of schools and educational institutions in promoting reading and language abilities. Keywords: film media, reading motivation, reading behavior

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43

Tu, Minghsin, and 杜明信. "Family Culture Capital, Reading Motivation and Reading Behaviors of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01193734895345872751.

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碩士
大葉大學
教育專業發展研究所
99
The purpose of this study was to explore the relationship among family culture capital, reading motivation and reading behaviors of elementary school students. The survey participants of this study were 574 elementary school fifth-grade and sixth-grade students in Changhua County selected through cluster sampling. Questionnaire was utilized as the method of this study. Questionnaires are given to students of 20 classes from 10 schools, including Basic Information Inventory, Family Culture Capital Questionnaire, Reading Motivation Questionnaire and Reading Behaviors Questionnaire, were designed to collect data. Frequency distribution, t-test, one-way ANOVA, Pearson's correlation and multiple regression are used for analyzing data. Major findings of this study were as the followings. 1.The score of Family Culture Capital was significantly different in varied backgrounds. 2.The score of Reading Motivation was significantly different in varied backgrounds. 3.The score of Reading Behaviors was significantly different in varied backgrounds. 4.There was significant correlation among Family Culture Capital, Reading Motivation and Reading Behaviors of elementary school students. 5.Subscales of “Family Culture Capital” could be used to predict “Reading Motivation” and “Reading Behaviors”. Based on the data of literature review and the research conclusion, suggestions were afforded respectively for parents, teachers, educational administrators and future researchers.

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LEE, CHU-CHANG, and 李居璋. "A Study on Reading Environment , Reading Instruction , and Reading Motivation in Chiayi Bo-Ai Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/mr255t.

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碩士
稻江科技暨管理學院
休閒遊憩管理學系碩士在職專班
104
Abstract The objectives of this research are specified as follows: a) Discuss the building of the reading environment of Chiayi Bo-Ai Elementary School; b) Understand the carrying out of the classroom reading instruction at Chiayi Bo-Ai Elementary School; c) Examine the reading environment and reading instruction for the students of Chiayi Bo-Ai Elementary School; d) Investigate the reading behavior and reading motivation of the elementary school students at home; e) Analyze the relationship between the reading environment, reading instruction and reading motivation of the elementary school students; f) Provide effective suggestions according to the research results. This research adopts the questionnaire method. The research objects are the third to the sixth graders from the Chiayi Bo-Ai Elementary Schools of Chiayi City. The total number of the students filling in the questionnaire is 633, and that of the valid questionnaire is 633. After inputting the questionnaire data, analysis and tests are undergone by means of the statistical methods such as percentage frequency distribution, t-test, one-way analysis of variance, product-moment correlation, and correlation analysis. I. The reading instruction at Chiayi Bo-Ai Elementary School is overall good II. IThe reading environment of Chiayi Bo-Ai Elementary School is good. III. Students of Chiayi Bo-Ai Elementary School have good motivation for reading. IV. Female students have better motivation for leisure reading than male students do. V. Students whose family economic conditions are better have better reading behavior. VI. The lower grades of the elementary school students have better reading behavior. VII. Students who get better grades have better reading behavior. VIII. The interrelation of reading instruction, reading environment and the students’ reading motivation of Chiayi Bo-Ai Elementary School are positive. Based on the discoveries and conclusions from this research, the suggestions concerning the aspects for the government education organizations, schools, parents, students and the follow-up studies are provided. Key words: Reading Instruction, Reading Environment, Reading Motivation, Leisure Involvement.

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45

Li, Yen-Ni, and 李燕妮. "The Effects of Shared-book Reading Instruction on Reading Comprehensionand Reading Motivation of primary grade students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/92839644757046884633.

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碩士
國立臺南大學
教育學系課程與教學碩士班
95
he purpose of this study was to explore the effects of shared-book reading instruction on reading comprehension and reading motivation of primary grade students. The subjects were second-grade students of two classes in one elementary school in Taichung county. One of this two classes was the experimental group composed of thirty-three pupils given shared-book reading instruction in reading class while the other class was the control group also composed of thirty-four pupils reading by themselves in reading class and didn’t offer any reading instruction. The whole experimental instruction had lasted for twenty classes within ten weeks. “Reading Comprehension Test” and “Reading Motivation Questionnaire” were used as instrument to collect data. One-way Analysis of Covariance （ANCOVA） was used to analyze the difference of score in “Reading Comprehension Test” and “Reading Motivation Questionnaire”. After the program, “Reading Reward Form” was analyzed to know the thoughts of experimental group for shared-book reading instruction. The results of the study were indicated that: 1) There was no significant difference in literal comprehension of “Reading Comprehension Test” between the experimental group whom are given shared-book reading instruction and the control group. 2) There was an obvious effect in inferential comprehension of “Reading Comprehension Test” between the experimental group whom are given shared-book reading instruction and the control group. 3) Shared-book reading instruction could increase the students’ reading motivation . Lastly, based on the conclusions, this study proposed concrete suggestions to reading instruction, and future researches.

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46

Lin, Xiu-Juan, and 林秀娟. "The effects of literature discussion program on elementary students'''''''' reading motivation, reading attitude and reading behavior." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/52156175343726889156.

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碩士
臺南師範學院
國民教育研究所
89
The effects of literature discussion program on elementary students’ reading motivation, reading attitude and reading behavior Xiu-Juan Lin Abstract The purpose of this research is to explore the effects of literature discussion program on elementary students’ reading motivation, reading attitude and reading behavior. Before and after having 11-week literature discussion program, 73 fourth graders were administrated by the reading motivation questionaire, reading attitude questionaire, and reading behavior questionaire. The researcher used T-test to examine if the difference between pre-test and post-test was significant. Besides that, the researcher selected eight students who changes the lest and the most on reading motivation, reading attitude and reading behavior. The purpose of the interview was to further explore the reasons that resulted in the differences between the students who changed the lest on the three variables and the students who changed the most. The results from this investigation are as follows: The results derived from quantity analysis: 1. Literature discussion program can enhance the fourth graders’ reading motivation. 2. Literature discussion program can improve the fourth graders’ reading attitude. 3. Literature discussion program can increase the fourth graders’ reading behavior. The results derived from quality analysis: 1. Students’ reading condition after story telling can affect students’ discussion. 2. Students’ attitude toward discussion may influence the result of literature discussion program. 3. Students who changed the most on the three variables had better critical thinking ability. 4. Students who changed the most on the three variables like reading more than students who changed the least on the three variables. 5. Students who changed the most on the three variables have more expansive reading interest. 6. Students who changed the most on the three variables read more after the literature discussion program. 7. The order problem during the literature discussion class may influence the effectiveness of literature discussion curriculum. 8. Students’ literacy and expressive abilities may influence the effectiveness of literature discussion program. Keywords: literature discussion, reading motivation, reading attitude, reading behavior

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47

Hsieh, Po-Ching, and 謝栢菁. "A Study of Home Reading Environment, Reading Motivation and Reading Behavior of Junior High School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/67133382885396275067.

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碩士
大葉大學
教育專業發展研究所
103
The study aims to explore the current status and differences of home reading environment, reading motivation and reading behavior of junior high school students; thendiscuss the related conditions and influences of thehome reading environment, reading motivation and reading behavior. The study adopted the questionnaire method and took 489 junior high school students in Miaoli County as research subjects. After questionnaires were retrieved, the data was further analyzed through item analysis, factor analysis, descriptive statistics analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation analysis, and multiple stepwise regression. The result is shown as follows: 1. Female junior high school students scored higher in the aspectsof home reading environment, reading motivation, and reading behavior, than male students. 2. There were significant difference existed in the result of home reading environment, reading motivation, and reading behavior among junior high school students with different grades and different family backgrounds. 3. There was significant correlation among the home reading environment, reading motivation and reading behavior of junior high school students. 4.The home reading environment and the reading motivation of junior high school students had the significant predicability on reading behavior. The suggests for parents, teachers, schools, society, educational administration, and future study were made according to the results in the study.

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48

CHANG, CHIA-CHI, and 張佳琪. "Action research in the effect of multiple reading to young children’s reading motivation and reading behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/17530792985944568932.

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碩士
國立屏東大學
教育學系碩士班
104
The purpose of the study is to discuss the influence of Multi-reading activities to young children’s reading motivation acts. By implementing pluralism reading activities, in the kindergarten to study preschool the influence on young children’s reading motivation and Behavior. An object of study this is two preschool chosen form the researcher’s classes for observation. The method is action research. The method to carry out is implementing in class.The reading activity be implemented are as follows: storytelling theater, parent-child reading, electronic picture book reading activity. During the implementation, by analyzing the records of observation of children’s behavior, parent interview, and children learning sheet.The study results can be used for: 1.Developing appropriate program of reading activities to improve children’s reading motivation and behavior. 2.Multiple reading activities can enhance children's reading motivation 3.Multiple reading activities help improve children's reading behavior 4.Different types of reading activities to young children differ impact (A) Storytelling theater cause the most effect to children’s reading motivation and behavior. (B) Support from parents help to improving children’s reading motivation and behavior (C) electronic picture book is most likely to cause children's reading motivation 5.Appropriate parent-child reading to foster children's interest in reading Finally, according to study results showed that the conclusions put forward Recommendations for future teaching and reference for further research.

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Lai, Ju-I., and 賴如怡. "The Effects of Applying Blogs in Reading Instruction for Sixth Graders on Reading Motivation, Reading Attitude and Reading Behavior." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/62178768738453679899.

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碩士
國立高雄師範大學
資訊教育研究所
96
The purpose of this study was to explore the Applying Blogs in Reading Instruction for Primary School Students on Reading Motivation, Reading Attitude and Reading Behavior and to explicate the interactions between these variables and gender. The subjects were 62 sixth graders from two classes. One class represents the experimental group, while the other one is the control group. The experimental group was given the applying blogs in reading instruction. The other one, composed of thirty students, they read the same books that he experimental group read in their free time. The experimental reading instruction was conducted for 10 weeks. Before and after the instruction, all the students were administered questionnaires for reading motivation, reading attitude, and reading behavior. The researcher also interviews students who changed the least and the most on reading motivation, reading attitude and reading behavior. The main findings of the study are as follows： 1.After the experimental reading instruction, the changes on reading motivation for the boys from experimental group are larger than those for the girls from the same group. 2.Applying Blogs in reading instruction can enhance the sixth graders’ reading motivation. 3.Applying Blogs in reading instruction did not improve reading attitude. 4.Applying Blogs in reading instruction did not increase reading behavior.

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50

Rhodes, Vinita Chhabra. "The role of phonics instruction in reading motivation /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3177518.

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