This study analyses the extent to which students" value of reading and self-concepts as readers affect their motivation to read. The participants included 45 students from a rural primary school in Malaysia aged 8 to 10 years old. They completed the Motivation to Read Profile-Revised (MRP-R) designed by Malloy et al. (2013) which consists of a survey and conversational interview to shed light on students" attitudes towards reading. The results from the survey demonstrated that the students held high self-concepts of themselves as readers and were able to use reading comprehension strategies. Overall they found reading enjoyable, and preferred collaborative reading tasks and books with visuals. Additionally, students were motivated by engaging classroom activities and trips to the library, and many students preferred digital text. However, the students found reading in another language to be challenging. Through these results, the role of the teacher is highlighted as essential in motivating students to read. By providing opportunities for students to read a variety of texts at students" reading levels and on different topics, in both students" native languages and target language. Students may gain reading motivation when they can choose what to read and when instructors create engaging activities that encourage not only independent reading, but incorporate a social aspect as well. Schools may also consider using technology to motivate young readers, and a reading culture should be supported in the students" homes to further encourage lifelong reading habits. Contribution/ Originality:This study contributes to the existing literature by examining the extent to which the value of reading and self-concept affect reading motivation a rural primary school in Malaysia. This is one of very few studies which have investigated reading motivation within this context and student responses may inform instruction.

The role of the mother in the literacy development of a child has been well studied, but only a few have linked this development with reading habits practiced amongst nonnative English-speaking mothers. The current study investigates the choices of English language reading materials for at home reading activities for the mother and child in addition to the motivation that influences this reading habit. Results from the 31 participants from a rural area of Sarawak have shown a significant pattern in favor of fiction genre materials compared to nonfiction reading materials for at home reading activities. This suggests that the variety of information from the fiction-based materials draws more interest and motivation for these mothers to read with their children. Other factors which determine the choices of materials are the proficiency levels of these nonnative English-speaking mothers and the age of the child involved. The findings are significant because this population is often overlooked and thus this study supplements the perspectives of nonnative English-speaking mothers toward literacy activities in the home. Contribution/ Originality:This study is one of very few studies that have investigated the role of the mother on a child's reading development within the context of rural Sarawak, Malaysia.