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Published on: September 17, 2019
Investigating the Association Between School-Age Children's Participation in Reading Occupations and Their Reading
Ella Hiu Ying Kwang1, Mong-Lin Yu1, Ted Brown1
1Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia.
Aim:
Reading is a meaningful everyday occupation for children. This study explores the association between children's participation in reading occupations and their reading self-efficacy and intrinsic motivation.
Methods:
Thirty-one children (mean age: 10.13; SD: 1.09; 61.3% girls) were recruited. They completed four instruments: Inventory of Reading Occupations-Pediatric (IRO-Pedi), Reading Preferences and Habits of Primary School Students Questionnaire (RPHPSSQ), Self-Efficacy Questionnaire in Literacy Reading (SEQLR), and Intrinsic Motivation Questionnaire in Literacy Reading (IMQLR). Spearman's rho correlations were completed.
Results:
The RPHPSSQ students' preferences and reading habits subscale was positively associated with the IRO-Pedi reading mastery (rs = .47, p = .008) and reading frequency subscales (rs = .59, p = .001). The IRO-Pedi reading social support frequency subscale showed significant positive correlation with the RPHPSSQ value given to reading (rs = .48, p = .006) and the SEQLR progress subscales (rs = .54, p = .002). The IRO-Pedi reading repertoire subscale was positively correlated with the IMQLR perceived autonomy subscale (rs = .47, p = .008).
Conclusion:
Children's reading occupational participation correlates with their reading self-efficacy and intrinsic motivation. Occupational therapists should collaborate with schools and families to understand children's reading self-efficacy and intrinsic motivation when supporting children's reading engagement.
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