Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance…

Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

The aims of concept-oriented reading instruction (CORI) are to increase motivation, strategies, and conceptual learning. To attain these aims, CORI classrooms are: conceptually oriented, observational, collaborative, and personalized, emphasizing strategies of searching, comprehending, integrating, and composing for audiences of peers. Two…

Aspects of reading motivation and the amount and breadth of reading done were studied with 105 fourth and fifth graders. Children's reading was found to be multidimensional, and their motivation predicted reading amount and breadth even when previous amount and breadth were controlled. Intrinsic motivation was a better predictor than extrinsic…

Reports the results of two studies which further examine the relations of motivational-variables contribution to reading achievement and text comprehension. Results revealed that reading amount significantly predicted text comprehension (with other variables controlled) in both studies (Study 1 included third and fifth graders; Study 2 included…