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Beyond Cognition: Reading Motivation and Reading Comprehension
Allan Wigfield1, Jessica Gladstone1, Lara Turci1
1Department of Human Development and Quantitative Methodology, University of Maryland.
Child Development Perspectives
|September 13, 2016
Summary
Children's reading motivation often declines in school, with girls showing more interest than boys. Research highlights instructional practices that boost reading motivation and comprehension, urging further study for effective programs.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Literacy Studies
Background:
- Children's reading motivation typically declines throughout their school years.
- Gender and ethnic differences exist in children's reading motivation.
- Reading motivation is closely linked to reading comprehension abilities.
Purpose of the Study:
- To review existing research on children's reading motivation and its impact on reading comprehension.
- To identify instructional practices that enhance reading motivation and comprehension.
- To highlight the need for developing and testing effective classroom-based motivation programs.
Main Methods:
- Literature review of studies on school and reading motivation development.
- Analysis of research on gender and ethnic variations in reading motivation.
- Examination of laboratory and classroom-based research on instructional impacts.
Main Results:
- Reading motivation significantly declines in many children as they progress through school.
- Girls generally exhibit higher reading motivation than boys.
- Specific instructional strategies have been identified that positively influence reading motivation and comprehension.
Conclusions:
- Effective classroom-based reading motivation programs are needed for diverse age groups and text types.
- Further research should focus on developing and evaluating these programs.
- Addressing declines in reading motivation is crucial for improving reading comprehension outcomes.
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