In recent years, the concept of gamification has appeared within the educational sector as a methodological innovation. There are several studies that show the motivational advantages of using this methodology in education. However, there is a dearth of studies that analyse its influence on the promotion of reading. We carried out a…

Recent research has focused on evaluating the relation between mindset and reading achievement. We used exploratory factor mixture models (E-FMMs) to examine the heterogeneity in reading achievement and mindset of 650 fourth graders with reading difficulties. To build E-FMMs, we conducted confirmatory factor analyses to examine the factor…

The aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students' reading comprehension skills. In this context, students' attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The…

This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the…

The purpose of this study is to examine the effect of parent-involved reading activities on elementary fourth graders' reading comprehension skills, reading motivation, and attitudes towards reading. Employing a pretest-posttest quasi-experimental design with a paired control group, data were collected from a total of 100 fourth graders studying…

This study examined how self-beliefs, particularly reading mindset and self-efficacy, interact together to predict reading-specific achievement goals and engagement as well as reading achievement in fourth-grade students. Latent profile analysis identified three profiles (n = 206): Confident and Fixed Mindset, Moderately Confident and Neutral…

This paper examines the perspectives of Year 5 pupils from a school in East London on reading for pleasure. Sixty children initially completed a questionnaire and their responses were used to identify two groups: children whose responses suggested a positive attitude towards reading for pleasure and those who did not. Two focus group interviews…

Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. This research was focused on establishing the psychometric properties of a reading mindset (RM) measure among a sample of upper elementary…

In this study we evaluated the performance of the Elementary Reading Attitude Survey (ERAS) in a sample of 189 students in Grades 3 and 6 who attended a middle-tier private school in Karachi, Pakistan, where the medium of instruction was English (L2) and the majority language was Urdu (L1). We took a holistic approach and employed several…

Background: Providing a rich home literacy environment (HLE) is considered to contribute to the development of students' reading comprehension. However, less research attention has been given to the underlying mechanisms that influence this relationship, including potential mediating characteristics. The present study aims to assess whether…

The sequential mixed-methods study was conducted to examine the effects of a transactional intervention with emphasis on background knowledge, questioning, and motivation; that galvanize the meaning of the construction process to internalize strategies, promote engaging discussion of the text, and shift students from the observer to the…

This study examined how Papiamento and Dutch attitude and home literacy environment of 168 children in fourth grade of the post-colonial Dutch Caribbean, predicted L1 and L2 reading literacy in sixth grade. Overall, children had higher scores for reading literacy in L1 Papiamento as compared with L2 Dutch. They showed more positive attitudes…

Reading motivation is an important contributor to reading achievement. Students with higher levels of motivation tend to outperform those with lower levels. Reading motivation is a dynamic, situational, context-dependent trait that can vary in children over time and across tasks. Teachers have a valuable opportunity to support students' reading…

Reading motivation is multidimensional and a critical contributor to students' reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the…

At the end of a two-year discussion about the value of homework in elementary school, the Seaview district decided to move away from the traditional model of homework, and introduced Wonder, Reading, and Play (WRaP) intended to be more equitable and authentic. A case study was conducted to assess the district's goals for and implementation of more…