Beyond Cognition: Reading Motivation and Reading Comprehension

Abstract

The authors review research on children’s reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children’s reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children’s reading motivation. Over the last 15 years researchers have identified in both laboratory and classroom-based research instructional practices that positively impact students’ reading motivation and ultimately their reading comprehension. There is a strong need for researchers to build on this work and develop and study in different age groups of children effective classroom-based reading motivation instructional programs for a variety of narrative and informational materials.

Resiliencia académica, nuevas perspectivas de interpretación del aprendizaje en contextos de vulnerabilidad social

“…En este sentido, la motivación se encuentra directamente relacionada con la base del proceso de desarrollo de la comprensión (Wigfield, Gladstone & Turci, 2016). La interrelación entre motivación y comprensión de lectura se opone a la relación de los factores económicos (tal como la pobreza) con la lectura, ya que estos últimos son generales y determinan el conjunto total del proceso escolar e incluso otros aspectos sociales, como la salud o la integración laboral.…”

“…La motivación se manifiesta por medio de un conjunto de creencias, valores y metas que se atribuyen a la acción de leer (Wigfield et al, 2016).…”

“…Como se señalaba con anterioridad, la literatura actual destaca que estos factores se fortalecen unos con otros (Valentine y DuBois, 2005). Respecto de las metas, estas se refieren a la pregunta de para qué se lee; entre las respuestas que tienen relación positiva con la comprensión lectora (Guthrie & Klauda, 2014;Wigfield et al, 2016) está el interés por aumentar el propio conocimiento ("leo porque me interesa un tema determinado"), el aprendizaje ("leo porque valoro el aprender") o el ser mejor que los demás ("leo para saber más que mis compañeros").…”

Motivation to Read in a Second Language: A Review of Literature

“…On another equally important level, it is concerned with motivation, i.e., the impetus to fully learn and make use of the above skills and strategies (Wigfield, Gladstone, & Turci, 2016). Cambria and Guthrie (2010) point out that a student may have the skills to read, but without the will to read, he or she is not likely to become a good reader.…”

impact of past language arts teachers on the reading motivation of twelfth grade students

“…Previous research on adolescent reading motivation, including expectancy-value theory, situational interest, extrinsic versus intrinsic motivation, aliteracy, digital literacy, and e-readers are all areas with pertinent data gathered during this study. Although there is an abundance of studies in these areas of reading motivation, there is an urgent need for research done in the everyday school environment that adolescents encounter in their average day and particularly in the affective areas of reading, rather than the cognitive areas (Wigfield, Gladstone, & Turci, 2016).…”