Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation-enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions of different intervention practices impact their later motivation and academic outcomes. In this study, we…

This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed…

The present study investigated the multivariate relationships between several aspects of motivation and achievement in reading. Canonical correlation analysis was used to examine patterns of associations for reading information texts in Phase I and for reading literary texts in Phase II. The samples were 923 and 225 seventh graders, respectively.…

This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample…

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…

Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Noting that the amount of reading students do is related to their reading achievement, this booklet presents an instrument designed to measure the amount and breadth of students' reading in and out of school. The first part of the booklet discusses the Reading Activity Inventory (RAI) and how it differs from other reading activity measures, uses…

Data gathered by the Educational Testing Service from 57,694 children in 264 schools were reanalyzed using the instructional group as the unit of analysis. Second-grade and sixth-grade children were tested in the fall and spring with the Metropolitan Achievement Test and either the Cooperative Primary Test or the Sequential Test of Educational…

Points out that current alarmist rhetoric about widespread reading failure is not based on facts. (HOD)

Describes the Kamehameha Early Education Program (KEEP) in Honolulu, Hawaii. Terms it an exceptional reading program illustrating how certain dynamics of social interaction may be essential for reading achievement. (FL)

A study of about 3,000 sixth- and seventh-grade children, conducted by Barbara Heyns, suggests that normal development in reading over the summer requires reading for about one hour a day. (DD)

Reviews studies from the Far West Laboratory for Educational Research and Development, drawn together by David Berliner, regarding the amount of classroom learning time spent on reading, and suggests ways to use time effectively to improve reading achievement. (DD)

Proposes a model for how document literacy and prose literacy are related to young adults' occupational status and their societal participation. Finds that the relatively low occupational status of Blacks appears to be attributable to their relatively low literacy achievement and literacy activity. (MG)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

Suggests grouping by social patterns as well as ability patterns. (MKM)