Seven Rules Of Engagement: What's Most Important to Know About Motivation to Read

Gambrell, Linda B.

doi:10.1002/trtr.01024

Cited by 176 publications

(151 citation statements)

References 33 publications

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“…Their analysis was framed around 5 features of engagement tasks found in the literature: authenticity, collaboration, choice, appropriate challenge, and sustained learning. Similar features were found by Gambrell (2011) in relation to the motivations of engaged readers. Offering seven rules of engagement, Gambrell (2011) highlighted the importance of relevancy, access, sustained reading opportunities, choice, and interaction with others, success through challenging texts, and incentives that value reading itself.…”

Section: Engagement Literaturesupporting

confidence: 79%

“…Similar features were found by Gambrell (2011) in relation to the motivations of engaged readers. Offering seven rules of engagement, Gambrell (2011) highlighted the importance of relevancy, access, sustained reading opportunities, choice, and interaction with others, success through challenging texts, and incentives that value reading itself. With similar understandings arising in the original study, I turn next to an overview of my initial findings, which set the stage for returning to talk with grade eight students.…”

Section: Engagement Literaturesupporting

confidence: 79%

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Individual Paths to Literacy Engagement: Three Narratives Revisited

Scheffel¹

2016

Brock Education Journal

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Section: Engagement Literaturesupporting

confidence: 79%

Section: Engagement Literaturesupporting

confidence: 79%

Individual Paths to Literacy Engagement: Three Narratives Revisited

Scheffel¹

2016

Brock Education Journal

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“…Other experts affirm that reading motivation is correlated with improved reading skills (Ecalle, et al, 2006;McGeown, Duncan, Griffiths, & Stothard, 2015;. This study also demonstrates that children who are good readers turned out to have high motivation to read for other aspects, such as social interaction (Gambrell, 2011;Knoester 2010). Our results lend support to the stages of adolescent development characterized by a strong desire to interact socially with the environment.…”

Section: Students' Motivation To Readsupporting

confidence: 76%

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

Damaianti

2017

Indonesian J. Appl. Linguist

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Student's reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students' motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students' reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students' motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

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“…Gambrell (2011) points out the exigency in focusing on motivation in order to support students to become "proficient, persistent, and passionate readers" (p. 177). In an earlier study, Gambrell (1996) makes the case for motivation as it is what makes the difference between "learning that is superficial and shallow and learning that is deep and internalized" (p. 15).…”

Section: [ T O R E a D O R N O T T O R E A D…mentioning

confidence: 99%

To Read or Not To Read: Listening to Children Talk about Reading Motivation

Salvador

2017

FLib

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Developing the will to read is an important, albeit sometimes neglected consideration in fostering literacy among children. Drawing from research on reading motivation by Wigfield and Guthrie (1997), who talk about reading motivation as anchored upon self efficacy beliefs, purpose, and a social component, Rosenblatt’s (1994) Transactional Theory of Reading which highlights the stances one takes while reading, Krashen’s (2004 and 2009) research on the conditions that make Free Voluntary Reading optimal, and Miller’s (2011) research on materiality and how objects have an agency that could either build or cripple the capacities of students influences this study as it examines the factors that contribute to reading motivation among middle graders. In order to answer my main research questions, I engaged eight students from grades 3 to 6 in informal interviews (pakikipagkuwentuhan) about reading. These students came from either public, private or state-funded laboratory schools. Depending on the flow of each conversation, the questions asked the students varied at times. Results indicate that both human and symbolic mediators work together to Foster reading motivation among middle graders. These different mediators of reading motivation are the focus of this research. Implications for reading instruction may be gleaned from this study.

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Seven Rules Of Engagement: What's Most Important to Know About Motivation to Read

Cited by 176 publications

References 33 publications

Individual Paths to Literacy Engagement: Three Narratives Revisited

Individual Paths to Literacy Engagement: Three Narratives Revisited

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

To Read or Not To Read: Listening to Children Talk about Reading Motivation

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