The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation.

Abstract

A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents’ fluctuations in reading motivation within and across classroom environments and explores the ways in which teacher practices may bolster student motivation to read in content-area classrooms. This investigation followed 161 students in 6th through 8th grade in three underresourced middle schools in social studies, English language arts, science, and math classrooms (45 classes) with 14 content-area teachers, across multiple days of instruction. Multilevel modeling results show that capturing dynamic understandings of reading motivation—beyond commonly used context-neutral measures—provides unique insight about the flexibility of motivation to read and specifically how environmental factors can influence students’ ups and downs in their levels of reading motivation. Findings demonstrate that students’ fluctuations in reading motivation reflect the way in which students interact socially, personally, and materially with reading activities irrespective of the content area of classrooms. These findings provide guidance on how an interactive approach to reading motivation can be integrated into the motivation literature for improving instruction for adolescent readers and extends pedagogical and empirical research on supporting environmentally triggered reading motivations.

Análisis de la producción científica sobre las lecturas saludables: una revisión bibliográfica sistematizada

“…Es importante recordar que la motivación es una característica base que permite adquirir nuevos conocimientos, así como su aplicación de forma efectiva (Tapia, 1991;Bladimir, 2016;Tekin, 2016;David et al, 2018;Neugebauer & Gilmour, 2020;Nevo, 2020;del Arco et al, 2021adel Arco et al, , 2021b.…”

Interpretation of Mathematical Tasks Misunderstanding in the Context of Disciplinary Literacy of University Students

“…Therefore, reading mathematical texts requires increased demands on the reader's critical reading skills (Gardner, 2007), which the reader needs to be able to understand the exact expression of the words used and the way to solve the problem. In order to implement disciplinary literacy in teaching, it is necessary to simultaneously identify the characteristic elements of professional texts (Neugebauer, Gilmour, 2020).…”

Pre‐service teachers' reader profiles: stability and change throughout teacher education

“…Even though reading may be mainly viewed as an individual or personal activity, teaching, on the other hand, is by definition a social activity and teachers' role particularly is a social one (Jhang 2014;Neugebauer & Fujimoto 2018). Importantly, providing opportunities to engage in social interactions about what students are reading is one of the evidence-based classroom practices considered critical for supporting students' reading enthusiasm (Brozo & Flynt 2008;Gambrell 2015;Ivey 2014;Neugebauer & Gilmour 2019). Previous research focusing on first-year pre-service teachers' reader profiles already pointed to the existence of personally-and socially -oriented profiles, both displaying high affective and personal-conative attitudes, and the socially-oriented profiles also showing high social-conative attitudes in academic and recreational reading (Vansteelandt et al, 2017).…”