The case study investigates what impact extensive reading of authentic picture books/illustrated books had on the learners' writing skills in a Norwegian EFL (English as a foreign language) classroom of 11-year-olds. Furthermore, the study also looks into the importance the pictures/illustrations had for the learners and what type of picture-text…

This study explored the factors underlying reading motivation measured in the Progress in International Reading Literacy Study (PIRLS) and investigated the relations between those motivational factors and reading performance using U.S. data from PIRLS 2006. A special focus was given to interacting relations between different motivational facets in…

This study assessed the reading motivation of 133 students at individual grade levels (2nd-5th), who were divided in subgroups with and without reading disabilities/difficulties (RD) and with and without attention deficit hyperactivity disorder (ADHD). Major findings were that students in the RD subgroup had lower reading motivation (intrinsic,…

The purpose of this mixed methods study was to describe the motivation to read of elementary African American and Hispanic boys and explore the possible differences in reading motivation using the constructs of self-perceptions as a reader and value of reading. Educational research has repeatedly shown that students from disadvantaged minority…

Allowing students to select their own books for independent reading has been linked to increased reading engagement, heightened motivation to read, and greater independence and efficacy in reading. However, there has been little exploration of the processes surrounding book choice in elementary classrooms, particularly teaching practices that…

Literacy engagement is critical to the development of reading proficiency. Yet, many students, having had varied and often limited experiences with formal literacy practices, begin schooling in an interstitial state that might more accurately be called "pre-engagement" where though eager to learn, they are unsure how to fully focus on…

Issues related to reading skill can be handled both cognitively and affectively. In this study, the reading issue was handled affectively. In this sense, the city center of Burdur became the population of the study. By inclining towards the sample, composed of randomly selected primary and high school students, it was aimed to determine the…

The purpose of this article was to investigate the reasons why elementary-aged boys often lack motivation in literacy and to provide teachers with useful approaches to engage reluctant boys in reading and writing. Following a comprehensive search of multiple university data base search engines, the author critically evaluated 21 peer-reviewed…

In the present project we tested the hypothesis that tutorial situations with peers would benefit children's reading motivation. Participants were from elementary school--80 fourth-graders and 80 second-graders. We used a questionnaire to assess reading motivation. In the tutorial sessions we developed a Paired Reading Program. The children who…

The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…

This study aimed to examine the effect of an intensive reading intervention on reading motivation. The intervention program, ("Joy of Reading"), was implemented in six 2nd grade special education classes for pupils with learning disabilities, compared to a control group (n = 108 pupils in total). The intervention program was created…

This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…

The purpose of this study was to determine the relationship between Guided Reading and student motivation to read across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students' perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were…

This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty-two primary school children (98 males) aged 8-11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role…

Reading is a multifaceted process consisting of many interacting components. A plethora of research is available on reading. Yet, there is inadequate exploration, which ascertains the effects of the interaction of different reading components and how they affect the reading performance of students with autism. This inter-correlational research…