The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed-methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data…

This study investigated reading motivation among teachers in PK-12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory structural equation modeling and found five factors, namely Importance of Reading (IR), Reading for Recognition (RR), Reading for Occupational Effectiveness…

The purpose of this quantitative method, causal-comparative study was to explore the impact of gender, socioeconomic status, school climate, and parental involvement on reading ability and intrinsic motivation. This study focused on a group of 113 9th grade students from a rural Tennessee high school. Data were collected and analyzed to determine…

Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible…

Purpose: This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence. Method: Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with…

Embodied cognition and movement-integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six-week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12…

The purpose of the study was to examine the relationships among information and communication technology (ICT) engagement, meta-cognitive strategies and digital reading. Specifically, we used PISA 2018 data to examine whether (a) the behavioural aspect of ICT engagement negatively impacted digital reading, (b) the motivational aspect of ICT…

The effect that online extensive reading (ER) of English texts has on learners' reading comprehension and motivation to read is not well understood. The purpose of this systematic review was to examine the efficacy of online ER by examining quantitative and mixed-methods studies that examined the effect of online ER on learners' reading…

Drawing on data from a mobile ethnography study of 12 adolescents from one secondary school, this article proposes to examine the everyday digital reading resources and practices of Singapore adolescent youths to better understand the print and new media (fiction) leisure reading habits of adolescents. Mobile ethnography, with its capacity to…

This paper shares findings drawn from data generated over a period of five years on self-reported reading skills, habits, and dispositions of pre-service and in-service K-12 teachers (primarily middle and high school) across content areas (N = 854). Using latent cluster analyses, we created a Teacher Reader Profile Type (TRPT) model that…

Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible…

Motivating today's adolescents to read is a challenge. This article discusses the kinds of literacy instructional practices that leverage what we know about adolescent motivation. It also reviews several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student…

Motivating today's adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that…

The conventional wisdom among educators and literacy gurus is that reading comprehension depends on the acquisition of isolatable, teachable, and generalizable skills. Consequently, many elementary and middle school English classrooms follow the "reading workshop" model, an approach to literacy instruction, with several variations that…

This paper investigates the impact of assignment to the Accelerating Literacy for Adolescents (ALFA) Lab, an additional semester-long class taken during an elective period, on ninth grade student reading achievement, motivation, and frequency. We conducted a regression discontinuity (RD) study where 1,378 students from diverse high schools in four…