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This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.
Much of the research on children's reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers' affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others.
The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.
List of contents
INTRODUCTION: Motivation: Introduction to the Theory, Concepts, and Research, Paulina S. Arango.- PART I: THEORETICAL APPROACHES: CURRENT ISSUES ON BOYS' AND GIRLS' READING ACHIEVEMENT AND MOTIVATION.- The Consequential Effects of Misinterpretations and Misrepresentations on Boys' and Girls' Reading Achievement and Motivation, Linda M. Phillips, Karen Loerke, and Denyse Hayward.- Contextual Influences on Girls' and Boys' Motivation and Reading Achievement: Family, Schoolmates, and Country, Ming Ming Chiu.- The Influence of Instructional Practices on Reading Motivation in Finland, Marja-Kristiina Lerkkanen.- To What Extent is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review, Pelusa Orellana García.- PART II: FIELD STUDIES.- Young Children's Motivation to Engage in Social Aspects of Reading, Linda B. Gambrell, Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, and Leslie Roberts.- Reading Motivation and Achievement among Chilean Boys and Girls in Grades 3, 4, and 5: An Exploration of Results and Pedagogical Implications, Pelusa Orellana García and Paula Baldwin Lind.- A Mixed-Methods Study to Investigate Chinese Students' Reading Motivation in Taiwan, Suhua Huang.- Boys' and Girls' Reading Skills and Attitudes during the First Six School Years, Tuula Merisuo-Storm and Juli-Ann Aerila.- PART III: METHODOLOGICAL APPROACHES TO READING MOTIVATION.- Literacy Achievement and Motivation Reconsidered: Linking Home and School Literate Practices for Struggling Adolescent Males, William Brozo.- Curricular Materials for Young People Who Struggle with Learning to Read: The Case of the Roadrunner Reader Inquiry Kits, Misty Sailors, Alicia Villarreal, Paul A. Schutz, Teresa Sellers, Marcy Wilburn, and Sylvia Minton.- Teaching Today the Readers of Tomorrow, Liliana Borrero Botero.- CONCLUSION, Pelusa Orellana García and Paula Baldwin Lind.
Summary
This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.
Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others.
The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.
