Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

Abstract

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

Structuring Text Activities Of Students As The Foundation Of The Communicative-Cognitive Process

“…However, at the initial stages of structuring of text activities, it is the teacher who works out a system of motives for the performance of text actions of varied degrees of complexity, and creates motivation for text activities (Neugebauer, 2017), subject to a number of factors, which include the stage of speech development and psychophysiological capabilities of schoolchildren, as well as specific features of class situations. Importantly, the process of structuring of text activities, teacher-performed actualization of situational incentives of students to carry out text actions must be of systemic nature in order to be able to ensure gradual transition to steady motives, provided the students simultaneously absorb those ready-made intentions and goals, which they must progressively transform from being borrowed and acknowledged (by virtue of certain reasons) as necessary into those that operate regardless of external factors and have been inwardly accepted.…”

Text Skills Assessment In Russian Language’s Monitoring In Primary School

“…As part of the study, a question was raised about the development of tasks in the framework of the monitoring work on the Russian language (grades 1-4), evaluating the planned results related to the work with the text. National and international experience in the development of such tasks was used (Campbell, 2017;Kuznetsova, 2013;Neugebauer, 2017). When selecting the content and form of these assignments, it was necessary to take into account compliance with the general criteria of monitoring work: the content of the assignment should be important for this class and be relevant to the next grade; the content of the works should allow to draw conclusions about the individual progress of each student, and this is possible when implementing the principle of continuity: there should be tasks of a certain type in the works thatallow one to judge the progress in mastering text skills.…”

Realization Of The Principle Of Continuity In Functional Reading Literacy Forming

“…One of the pivotal principles of education policy in the Russian Federation is "to ensure the right to education in the course of entire life in accordance with human needs, the education system's adaptability to the level of training, specificities of development, human abilities and interests" (Federal State Educational Standard, 2010). In an era of advancement of information and communication technology, a continuous rise in the number, methods of receiving, accumulating and transmitting information, the right to education in the course of a person's entire life cannot be ensured without targeted forming, in elementary and middle school, of reading literacy in present-day schoolchildren, based on the realization of the principle of continuity (Koncepcija nepreryvnogo obrazovanija, 2011; Neugebauer, 2017).…”